multiplication unit by kaylee harlamert. outline day 1: repeated addition day 2: arrays day 3: using...
TRANSCRIPT
Multiplication Unit
By Kaylee Harlamert
Outline
Day 1: Repeated AdditionDay 2: ArraysDay 3: Using multiplication to compareDay 4: Writing Math StoriesDay 5: Problem solvingDay 6: ReviewDay 7: Unit Test
StandardO 3.OA.A.1 Represent and solve
problems involving multiplication and division.
Repeated AdditionOpening/HookO Hula hoop groupingsO Put a multiplication
fact on the boardO Place the correct
number of hula hoops on the floor and have volunteers put the right number of people in each hula hoop or group
Repeated AdditionObjectives:O TSWBAT write multiplication number
sentences, for given equal groups. O TSWBAT multiply by using repeated addition. Assessment: Formative:
Fist to 5 Journal Question (Written assessment)
Summative TOD
Arrays
Opening/hookO Common
household arraysO Cookie tray
demonstrationO Commutative
property (flip/flop cookie tray array)
Arrays Objectives: O TSWBAT draw an array to represent and
solve a multiplication problem. O TSWBAT distinguish factors from the
product in the multiplication problem.O TSWBAT apply the Commutative Property
to multiplicationAssessment Formative: questioning, white board problems Summative: Cookie array worksheet
Multiplication to Compare
Opening/HookO 2 students: Luke* gets
a small orange that weighs 6 ounces, Jenny gets an apple that’s two times larger than Luke’s orange.
O How much does Jenny’s apple weigh? How many times bigger is her apple?
Using Multiplication to Compare
ObjectivesO TSWBAT compare two amounts by
using multiplication. Assessment Formative: questioning, fist to five Summative: Worksheet (with writing
to explain question)
Writing math stories
Opening/HookO Read Each
orange has 8 slices by Paul Giganti, Jr
O Real life examplesO Tell me what the
multiplication problem is and how you know
Writing Math StoriesObjectivesO TSWBAT write a math story for a
multiplication problemO TSWBAT solve a multiplication problem
with a drawing Assessment Formative: Metacognitive checklist, “A
bump in the road” Summative: Create your own math
stories worksheet
Compose your own story
O LD: Work in pairs, list things they like to do in real life involving 3 groups of 5. Walk them through it again and make sure they understand real life application.
Writing to ExplainOpening/HookO Teach me how to
make a PB&J (ham sandwich as alternative for peanut allergy)
O Stress the importance of explanations (riding a bike, tying shoes)
Problem Solving: Writing to Explain
ObjectivesO TSWBAT develop an explanation to
reflect their understanding of the multiplication problem.
Assessment: Formative: performance, observation Summative: TOD
TODO Henry earns $4
for raking lawns and $6 for mowing lawns. How much will Henry make if he rakes and mows two yards? Explain how you got your answer.
Differentiation: Gifted
If Brooke continues the pattern in the table, what is the first day she will exercise for one hour? Explain how you know.
Review DayObjectivesO TSWBAT use repeated addition to solve a
multiplication problem. O TSWBAT draw an array to solve a
multiplication problem.O TSWBAT compare two amounts using
multiplication.O TSWBAT write their own multiplication
stories.O TSWBAT explain how they solved a problem.
Brain Pop videoO http://www.brainpop.com/math/numb
ersandoperations/multiplication/
AssessmentO Foldable (Fill out)O Repeated addition: write
this in your first boxO Arrays: second boxO Draw a picture: third boxO Skip counting: fourth box
O Differentiation: O LD- 2 x 3O Class: 4 x 5O Advanced- 8 x 6
O Review packet
Final Day: Unit TestO Mix of fill in the blank, drawings
(arrays and groupings), and short answer
Overall DifferentiationO Learning disabled:
O Adhere to IEP, 504 O CountersO Same work, simpler multiplication problem (less
time consuming for them to draw out arrays and do repeated addition)
O Simplicity in word problemsO ESL: vocabulary and word problems in their 1st
languageO Gifted:
O Same work, harder multiplication problems O More thorough explanations