Best Multiplication Unit Ever

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Multiplication:
?Just
?the
?Facts,
?Ma¡¯am
?
Mary
?Ebejer
?
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?
EDG
?630
?-?©\
?01
?
Teaching
?Mathematics
?K-?©\8
?
November
?30,
?2010
?
?
?
Table
?of
?Contents
?
Introduction
? ................................................................................................................................
?3
?
Unit
?Standards
?(GLCEs)
?................................................................................................................
?3
?
¡°Big
?Ideas¡±
? .................................................................................................................................... 4
?
Assessments
? ................................................................................................................................. 5
?
Lessons:
?
?
?
?
1:
?
?
? Multiplication
?Illustration
?............................................................................ 6
?
?
2:
?
?
? Fish
?Bowl ....................................................................................................... 8
?
?
3:
?
?
? Groupings
?All
?Around
?Us
? ........................................................................... 11
?
?
4:
?
? Game:
?Circle
?and
?Stars
?............................................................................... 17
?
?
5:
?
?
? Creating
?Multiplication
?Tables
? .................................................................
?20
?
?
6:
?
? Billy
?Wins
?a
?Shopping
?Spree!
?..................................................................... 29
?
?
References
?.................................................................................................................................. 31
?
?
2
?
?
Introduction
?
?
This
?third
?and
?fourth
?grade
?math
?unit
?explores
?the
?various
?meanings
?and
?representations
?of
?
multiplication
?as
?¡°repeated
?addition.
?The
?lessons
?in
?this
?unit
?rely
?on
?extensive
?use
?of
?
manipulatives,
?as
?well
?as
?math
?songs
?and
?games
?and
?art
?activities
?to
?help
?students
?identify
?
situations
?when
?multiplication
?would
?be
?useful,
?to
?reinforce
?their
?learning
?and
?to
?improve
?
recall
?speed
?for
?multiplication
?facts.
?
?
Many
?of
?the
?activities
?in
?the
?unit
?involve
?cooperative
?learning
?in
?pairs,
?small
?groups
?and
?as
?a
?class
?
as
?a
?whole.
?Students
?should
?see
?their
?classroom
?as
?a
?place
?where
?cooperation
?and
?collaboration
?
are
?valued
?and
?expected.
?It
?respects
?the
?principle
?that
?interaction
?fosters
?learning
?and
?that
?
cooperative
?group
?work
?is
?basic
?the
?classroom
?culture.
?
?
?
?
?
Unit
?Standards
?
3
?
?Multiply
?and
?divide
?whole
?numbers
?
?
3.N.MR.03.09
?
?Use
?multiplication
?and
?division
?fact
?families
?to
?understand
?the
?inverse
?relationship
?
of
?these
?two
?operations,
?e.g.,
?because
?3
?x
?8
?=
?24,
?we
?know
?that
?24
?¡Â
?8
?=
?3
?or
?24
?¡Â
?3
?=
?8;
?express
?a
?
multiplication
?statement
?as
?an
?equivalent
?division
?statement.
?
?
?
3.N.MR.03.10
?
?Recognize
?situations
?that
?can
?be
?solved
?using
?multiplication
?and
?division
?including
?
finding
?"How
?many
?groups?"
?and
?"How
?many
?in
?a
?group?"
?and
?write
?mathematical
?statements
?to
?
represent
?those
?situations.
?
?
?
3.N.FL.03.11
?
?Find
?products
?fluently
?up
?to
?10
?x
?10;
?find
?related
?quotients
?using
?multiplication
?and
?
division
?relationships.
?
?
?
3.N.MR.03.12
?
?Find
?solutions
?to
?open
?sentences,
?such
?as
?7
?x
?__
?=
?42
?or
?12
?¡Â
?__
?=
?4,
?using
?the
?
inverse
?relationship
?between
?multiplication
?and
?division.
?
?
3
?
?
¡°Big
?Ideas¡±
?
Lesson
?1:
?
?
?
?
?
?
?
Multiplication
?Illustration
?
Kick-?©\off
?lesson
?using
?M&M¡¯s.
?
Lesson
?2:
?
?
?
?
Fish
?Bowl
?
Multiplication
?is
?repeated
?addition.
?
?
?
Lesson
?3:
?
?
?
?
Groupings
?All
?Around
?Us
?
Multiplication
?is
?a
?quick
?way
?to
?figure
?out
?how
?many
?you
?have
?
altogether
?of
?something
?when
?things
?come
?in
?groups.
?
Lesson
?4:
?
?
?
?
?
Circle
?and
?Stars
?Game
?
Students
?see
?multiplication
?as
?the
?combining
?of
?equal-?©\size
?groups
?that
?
can
?be
?represented
?with
?a
?multiplication
?equation.
?
Lesson
?5:
?
?
?
?
?
Creating
?Multiplication
?Tables
?
Students
?create
?personal
?laminated
?multiplication
?tables
?as
?they
?
learn
?to
?recognize
?both
?the
?geometry
?and
?patterns
?inherent
?in
?
multiplication.
?
Lesson
?6:
?
?
?
?
Billy
?Wins
?a
?Shopping
?Spree!
?
We
?use
?multiplication
?everyday
?to
?solve
?real-?©\world
?problems.
?
?
?
Unit
?Songs:
?
?
Multiplication
?songs
?
?
Introduce
?in
?morning
?playing
?a
?recording.
?During
?transition
?periods
?play
?songs.
?
Teach
?song
?at
?end
?of
?math
?lesson
?of
?the
?day.
?Each
?student
?has
?book
?of
?songs.
?Sing
?
song
?at
?closing.
?
?
?
?
4
?
Unit
?Assessments
?
Teacher
?observation
?of
?class
?work,
?combined
?with
?evaluation
?of
?Student
?Portfolio
?and
?Math
?Journal
?
Entries
?to
?serve
?as
?assessments
?of
?student
?understanding
?of
?multiplication,
?both
?its
?meaning
?and
?
real-?©\world
?uses.
?
?
Formative:
?
Periodic
?Math
?Journal
?Entries
?
?
Group
?Work
?and
?Class
?Discussion
?Observations
?
?
Summative:
?
?
Student
?Portfolios
?
Final
?Math
?Journal
?Entry
?
¡°What
?I
?now
?know
?about
?multiplication.¡±
?
5
................
................
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