Lesson Plan : Things That Come in...

Teacher Name:
 Jennifer Graham
Grade:
 Grade 3
Subject:
 Math

Topic:
 Introduction to the concept of multiplication
Content:
 Elementary Math/ Multiplication Vocabulary: Equal groups, factor, product, repeated addition
Goals:
 Students will be able to solve simple multiplication problems using manipulatives and models.
Objectives:
 TLW explore multiplication using a variety of strategies. (1.03a) TLW define, identify and record factors and products in a multiplication sentence. (1.03a) TLW model multiplication facts. (1.03a)
Materials:
 Poster paper, markers, tape, mini-books(or paper to make), number cubes, document camera
Introduction:
 Teacher hangs up a poster in the front of the room titled, "Things that Come in 2's". Teacher asks students to brainstorm things that they know come in 2's and teacher adds these things to the list.
Development:
 The teacher explains that if all of the things on the teacher-generated list come in 2's, they all come in equal groups. The teacher then names something that does not come in 2's, and asks students whether it could be added to the list. The students would be guided to respond that the new item could not be added to the list because it would not be equal to the other items on the list. The teacher would then give each cooperative team of four two pieces of poster paper and some markers. Each list would have a different title (Things that come in 3's, Things that come in 4's, etc.). The groups would have a set amount of time to brainstorm items that would come in those quantities. Teams would share their lists, and then the teacher would hang them up in the room. The teacher would challenge the students to keep thinking of items that could be added to the lists. The teacher could even send a letter of explanation home to the parents, asking students to look around their houses to find more items that come in equal groups. Next the teacher would either pass out mini-books to the students or direct the students to make mini-books. The teacher would have a mini-book and display this using the document camera. The teacher would direct students to write the title, "Circles and Stars" on the cover of their mini-book along with their name. The teacher would model this on her book. The teacher would then explain that the students were going to play a game about equal groups called "Circles and Stars". The teacher would show the students a number cube and tell the students that Player 1 would roll the number cube. The teacher would model this. The teacher would then explain that on the first page of the mini-book the students need to draw large circles to equal the number that they rolled. So, for example, if the teacher rolled a 2, she would draw two large circles on her page. The teacher would then roll the number cube again. The teacher would explain that this time she needed to create equal groups in her circles. So, if she rolled a 4 this time, she would need to draw 4 stars in each circle. She would then model how to label her work at the bottom of the page. She would write 2X4=8, but she would say, "If I have two equal groups of 4 stars, I have 8 stars in all. 2x4=8." The teacher would turn to a new page, and repeat the process, modeling another multiplication sentence. This time the teacher would add the correct vocabulary to her explanation, explaining that the numbers that are multiplied together are called factors, and the answer is called a product.
Practice:
 The teacher would then pass out number cubes to each pair of students and direct the pairs to play as many rounds of "Circles and Stars" as there are pages in their mini-books. The teacher would circulate to help students get started and to make sure students were correctly recording their multiplication sentences.
Accommodations:
 The teacher could control the groupings of students to either form small groups that she could assist, or to pair stronger students with weaker students for assistance. The teacher could provide manipulatives for students that still needed that assistance while they complete their independent practice. Advanced students could be given more than one number cube to generate larger numbers. If students struggled on the team poster activity, the teacher could provide magazines so that the students could "see" things that came in various groupings.
Checking For Understanding:
 The teacher could check for understanding through the students verbal responses and through their written responses on the team posters. The teacher would also be able to check for understanding by watching the students play the game. As the teacher circlulated, the teacher would be providing the students with feedback on their performance. Of course, the teacher would also be able to guage undertanding from the practice activity that the students would complete independently, hoever, if there were students that were stuggling with "Circles and Stars", the practice sheet should not be assigned for independent work.
Closure:
 The teacher could write a multiplication expression on the board, such as 3x2, and ask the students how she could find the product of those factors. The students would have to use the knowledge and experiences they had during the lesson to tell her to create 3 equal groups of 2 to find the answer. This would be most effective if used as a journal topic for individual responses.
Evaluation:
 As stated above, the teacher would evaluate the students' progess on the tean posters, game mini-books, and independent practice sheet. The teacher would also use class discussion for an informal assessment. If the closing activity was posed as a journal assignment, the teacher could also assess these responses.
Teacher Reflections:
 The teacher would need to decide whether or not students had a firm grasp on the idea of equal groups, for this in imperative for students to be able to understand the concept of multiplication. If the students demonstrated this understanding, they are ready to move on to individual "fact families". If they do not have an understanding of equal groups, the teacher needs to use manipulatives to have the students complete more models of equal groups and repeated addition.

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