Lesson plan - Study Island
|Math Lesson: Model Multiplication |Grade Level: 3 |
|Lesson Summary: The students begin by writing repeated addition problems that represent given models. The teacher uses a graphic organizer to show students the |
|definition of multiplication and how to write repeated addition and multiplication problems for given models. For guided practice, students work in pairs to match |
|models and the problems they represent. For independent practice, students use models to solve and identify multiplication problems. Advanced learners use graph |
|paper to make models of different multiplication problems. Struggling learners use snap cubes to make repeated addition and multiplication problems. |
|Lesson Objectives: |
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|The students will know… |
|How to write a repeated addition problem as multiplication. |
|How to model multiplication facts. |
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|The students will be able to… |
|Write repeated addition problems as multiplication. |
|Model multiplication facts. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: Give each student a copy of the Pre-Assessment*, explain the directions and allow them to work for a few minutes. After students finish, review the|
|correct answers as a class. |
|Whole-Class Instruction |
|Materials Needed: 1 copy of the Graphic Organizer* per student, 1 copy of the Graphic Organizer* to project under a document camera, a document camera connected to|
|a projector, writing utensils, 1 set of pre-cut Guided Practice Cards* per pair of students, 1 copy of the Independent Practice* per student |
|Procedure: |
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|Have students look at the models from the Pre-Assessment, and introduce the term “repeated addition.” Make sure that students understand why the models represent |
|repeated addition—the same number is added repeatedly. Tell students that the mathematical operation multiplication is defined as repeated addition, and today they|
|will learn how to write repeated addition problems as multiplication problems. |
| |
|Give each student a copy of the Graphic Organizer, and project a copy of it under a document camera. Record “repeated addition” as the definition of |
|multiplication, and have students do the same. Have students look at the first model in the “examples” section, and discuss the repeated addition problem shown by |
|the model. Record the repeated addition problem in one of the lines beside the model, and have students do the same. Ask students what number is repeated, how many|
|times it is repeated, and show them how to turn it into a multiplication problem. Record the multiplication problem on the second line beside the model. Have |
|students do the same. Repeat this process for the second model in the “examples” section. |
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|Have students look at the first model in the “non-examples” section. Discuss the addition problem shown by the model, and record it on the line beside the model. |
|In addition, discuss why the model is not an example of repeated addition. Repeat this process for the second model in the “non-examples” section. |
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|Put students in pairs, and give each pair a set of pre-cut Guided Practice Cards. Have students spread the cards on their desks, and separate the problem cards |
|from the model cards. Students should look at the models and problems and make matches. When students understand what to do, allow them to work in their partners. |
|Have pairs raise their hands when they finish, and check their work to make sure they’ve matched the cards correctly. Reteach, if necessary. |
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|After checking each pair’s work, collect Guided Practice Cards. Give each student a copy of the Independent Practice. Explain the directions, and allow students to|
|work independently. |
|Advanced Learner |
|Materials Needed: 1 piece of graph paper with small squares to project under a document camera, a document camera connected to a projector, 1 copy of the Advanced |
|Learner Independent Practice* per student, 1-2 pieces of graph paper with small squares per student, scissors, glue, and writing utensils |
|Procedure: |
| |
|Gather advanced learners together, and write the problem 8 x 5 on the board. Use a document camera to project a piece of graph paper. Use a pencil or marker to |
|outline an 8 x 5 array. Show students how to count the columns (or rows) to see that there are 8 and how to count the rows (or columns) to see that there are 5. |
|Cut out the model to show students. |
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|Give each student scissors, glue, and a copy of the Advanced Learner Independent Practice and 1-2 pieces of graph paper. Explain the directions to students, and |
|allow them to work independently. |
|Struggling Learner |
|Materials Needed: 36 snap cubes per person, writing utensils |
|Procedure: |
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|Write the problem 3 + 3 + 3 + 3 on the board. Give each student 36 snap cubes, and ask them to build a model of the problem on the board. Monitor student progress.|
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|Ask students what number is being added repeatedly. Elicit responses, making sure that students understand that 3 is being added repeatedly. Write 3 on the board. |
|Ask students to count how many times 3 has been added. Elicit responses, making sure that students understand that it has been added 4 times. Write 4 beside the 3 |
|on the board. Add a multiplication symbol and an equal sign, and tell students that both problems represent the same model. Have students connect the separated |
|snap cubes so that their models look like the one below. |
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|Have students count the total number of snap cubes in the model to find the answer, 12. Repeat this process for the following problems: 7 + 7 + 7, 4 + 4 + 4 + 4 + |
|4 + 4 + 4 + 4 + 4, and 11 + 11. |
*see supplemental resources
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