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Project Title: Lesson Plan #1Lesson Title: Making Sense of Multiplication Curriculum Area (s): MathGrade Level: 3rd-5th gradeEstimated Time Required: ~ 2 hoursInstructional Groupings: Whole group, individual, and partner work.Standards: CCSS Math/Operations and Algebraic Thinking (4.OA.5): Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.Materials: Anno’s Magic Seeds by Mitsumasa Anno? Chart paper or document camera? Paper and pencils? Perplexing Patterns reproducible and answer key (from Lakeshore Learning)? 3-In-A-Row! multiplication cards (from Lakeshore Learning)? Two different-colored highlighters for each pair of students in your class? Paper clipsOverview: The purpose of this lesson is to have students understand patterns that exist in multiplication and be able to apply them in context through the use of mathematical formulas.What will I differentiate? In order for my students to get the most from this lesson, I can differentiate various ways that the content is presented. I will make the content accessible for all students by presenting the content visually, orally, and kinesthetically. Students will interact with the lesson in a variety of ways and have the ability to receive the information in whatever way they can best understand.Why will I differentiate? All students learn differently, so it is extremely important to address different learning styles and intelligences when teaching so that every student can learn to his or her full potential. This is especially important when working with students with disabilities because they might need extra support in order to fully understand the content and be successful.How will I differentiate? I will differentiate various aspects of my lesson plan in order to accommodate different learning styles and abilities. I will read a text to my students, therefore appealing to linguistic, as well as auditory and visual learners. By discussing mathematical patterns, logically intelligent students will benefit. I will accommodate interpersonally intelligent students by allowing them to work with partners. Naturalistically intelligent learners may understand the content better when the story we will read applies the mathematical methods in terms of plants and seeds. In order to benefit kinesthetic learners, I will provide manipulatives so that students can physically represent the math problems. Finally, in order to incorporate assistive technology, one thing that I can do is create a recording of the read-aloud and multiplication explanation so that students can watch/listen to it at their own pace and as many times as necessary.As a result of this lesson/unit students will… Understand the patterns that exist in multiplication.Know how to apply multiplication patterns to situations in order to predict certain outcomes.Do (Skills) create mathematical formulas and correctly apply the formulas to real-life situations.Pre‐Assessment: While we are reading Anno’s Magic Seeds, I will check for understanding by asking questions and having students predict the patterns. Based on whether or not most, if not all of the students are able to provide the correct answers and the reasoning behind their answers, I will know if the students understand the concepts I have presented.What is the emotional hook? Most students enjoy stories and being read to, especially when the stories are familiar and relatable. I will read the book Anno’s Magic Seeds aloud to students. This book is somewhat similar to the story of Jack and the Beanstalk, so students can make connections between the two stories. Steps in the Lesson: Introduction1. Begin reading aloud Anno’s Magic Seeds by Mitsumasa Anno.2. When you reach the part in the story where Jack decides to bury two seeds in the ground instead of only one, pause and ask students to predict what might happen the following fall. How many seeds do they think the buried seeds will produce? Ask them to explain why. Then continue reading to find out the answer.3. Continue reading the story, asking for predictions for the next year, and comparing the students’ predictions to the results in the story.Procedure1. After you finish the story, revisit the text and ask students if they noticed a pattern in the beginning of the story. (For example, guide students through a picture walk of the multiplying seeds.) How many seeds did Jack eat and bury during the first few years? (He would eat one and bury one, and the next fall he would get two seeds.) When did this pattern change and what happened? (When Jack decided to bury both seeds instead of eat one, he got four seeds the following fall.)2. Ask, “When Jack buried three seeds the next year, how many seeds did the plant produce? How do you know?” Encourage students to draw pictures or write equations to solve the problem. (The number of seeds planted results in double the seeds grown. Or, x = 2y, where x is the number of seeds grown and y is the number of seeds planted.) Use chart paper or a document camera to model this by showing the numbers on a horizontal T-chart: 1 x 2 = 2; 2 x 2 = 4; 3 x 2 = 6; 4 x 2 = 8; and so on. Introduce the multiplication formula, based on your students’ level of understanding.3. Walk through the story again, asking students to predict how many seeds Jack will grow the next year. For example, use the T-chart to show that Jack plants 3, grows 6 and eats 1. Then, the next year, he plants 5, grows 10 and eats 1, and so on. Help students discover the repeating pattern of doubling the number planted and subtracting one (__ x 2–1). Ask, “How does this pattern change when Jack has to feed his wife and child?”4. Remind students that, when disaster strikes Jack and his family and they are left with only 10 seeds, he does not get discouraged. Why? Challenge students (as a class, in groups or pairs, or independently) to figure out how many seeds will be produced the following year if Jack plants 10 seeds. 19 seeds? Have them share their illustrations and problem-solving methods. Point out that when numbers get really large, it is sometimes helpful to draw a picture or find a pattern. Encourage students to recognize the pattern from one year to the next (e.g., planted 10, grew 20, ate 1; planted 19, grew 38, ate 1; and so on).Closure Activity/Wrap up: Students will celebrate and apply what they have learned with a multiplication game.1. Set up a math center to provide your students with additional multiplication practice.2. Place copies of the 3-In-A-Row! multiplication cards in the center, along with highlighters in two different colors for each pair of students in your class.3. Give students a paper clip and a pencil. Show students how to use the paper clip as the arrow for the spinner: Take the paper clip and slide it onto the pencil. Then hold the pencil upright with the tip in the center of the spinner. Flick the paper clip to make it spin around the pencil. 4. Have students follow the directions to play this fun, interactive multiplication game!Post‐Assessment: After the lesson, we will have a class discussion about what the students have learned about patterns and multiplication. In order for everyone to participate, at the end of the wrap-up discussion, students will write an exit slip explaining at least one thing that they can take away from this lesson.Additional Resources: ................
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