TLC: Name of Team
Logistics for TLC Team Planning
|Name |School | Phone |Home Email |
|Tiffany Dell |Shasta Meadows | | |
|Donna Dowling |Lassen View | | |
|Michelle Larson |Mistletoe | | |
|ErleeDawn Eoff |Boulder Creek | | |
|Jody Sherriff |K-12 Alliance | | |
Meeting date/time/location on teaching day: 9/24/08 –7:45–Lassen View
Off Bechelli Lane – Loma Vista
| |1st Lesson |2nd Lesson |
|School site |Lassen View |Mistletoe |
|Teacher’s name |Donna (rm 14) |Michelle (rm 204) |
|Time frame |8:45-9:45 |1:00-2:00 |
|Time of debrief |9:45-11:00 |2:00-2:45 |
|Room for team to meet | | |
|Materials Needed for Lesson |Who is responsible? |
|13 baggies each w/72 cubes |Donna |
|Grid paper (40 sheets) |Michelle |
|2-9 digit tiles in baggies |All |
|Teamwork game sheet |Tiffany |
|Teamwork log sheet |ErleeDawn |
|Re do quick check |Michelle |
|Toss and Talk Over head and extend |Erlee Dawn |
Who is typing the lesson and making copies for the team? Jody
Who is making the student data sheet and making copies? Tiffany & Michelle
Who will invite the principal or other key site/district personnel? Donna & Michelle
Conceptual Flow
Multiplication is used in many forms of math, i.e., division, area perimeter, geometry, algebra.
Multiplication has many patterns.
o Multiplication is repeated addition.
o Skip counting can be used for multiplying.
o Arrays are pictures of multiplication.
Arrays are object arranged in equal rows.
o Making groups can show multiplication.
There are properties that help in multiplication.
o The commutative property states that axb=bxa
TLC: Shasta #6
Planning: 9/17/08 Teaching: 9/24/08
Location: Lassen View and Mistletoe
Teaching Times: 8:45-9:45 (Donna) & 1:00-2:00 (Michelle)
Lesson Concept: Multiplication has many patterns.
Standard(s):
Teacher Does Student Does Concept
|Engage: | |Arrays are objects arranged in equal rows. |
|I have 6 bricks and I am going to build a wall. Think aloud and model | | |
|building a wall 2 bricks high and 3 bricks wide. Model build a wall 1 | | |
|brick high and 6 bricks wide. |Work with a partner and use grid paper to draw possible walls | |
|Marcie has 24 bricks to build a wall and she is going to use all 24 |Marcie could build. | |
|bricks to build her wall. The wall must be flat on top and flat at each | | |
|side and flat on the bottom. What are some of the wall sizes that Marcie | | |
|could build? Give students each their own grid paper and 24 blocks for | | |
|them to build a wall. | | |
| | | |
|Someone share a wall that Marcie could build | | |
| |ESR: A wall 3 bricks high and 8 bricks wide; 6 wide and 4 bricks | |
|On the board: |high | |
|24 | | |
|3 X 8 | | |
|6 X 4 | | |
|2 X 12 | | |
|The arrangement of rows and columns (the bricks) on your recording sheet | | |
|is called an array. The numbers 3 & 8 are factors of the number 24. | | |
|Today we are going to be doing some games that will help us understand | | |
|number patterns and factors. | | |
|Explore: | |Multiplication can be shown using arrays. |
|The first game we are going to do is called Teamwork. Teamwork is going | | |
|to be played with a partner. Each set of partners will get a baggie of | | |
|number tiles with the digits of 2 thru 9. | | |
| | | |
|First, player one chooses two tiles without looking . Put each tile on | | |
|the factor squares on your game sheet. You will build an array for the | | |
|multiplication fact using the digits on your tiles. Then on your Teamwork|Choose 2 tiles. Make the array | |
|log sheet record your multiplication number sentence. Do not put the |Record the multiplication number sentence on the Teamwork log | |
|tiles back into the baggie. Now player two draws two more tiles. Build |sheet. Continue until all the digits are used. | |
|the array and record. Repeat until your baggie is empty. Give each | | |
|student their own “TeamWork” paper. As soon as the first person draws | | |
|their tiles, the second person goes ahead and draws two tiles. Then both | | |
|team members are working on their own array at the same time. Then both | | |
|record on Teamwork log. | | |
| | | |
|Then put the tiles back into the baggie and repeat the process for round | | |
|2. | | |
| | | |
|Collect all the baggies of materials. Now we are going to share the data | | |
|we have collected. | | |
| | | |
| |Then begin Round 2 – put the digit tiles back into the baggie and | |
|Have a chart to display that has all these numbers on it, with room to |repeat the game. | |
|write multiplication factors under (there will not be more than two facts| | |
|for any number. (6, 8, 10, 12, 14, 15, 16, 18, 20, 21, 24, 27, 28, 30, | | |
|32, 35, 36, 40, 42, 45, 48, 54, 56, 63, 72). | | |
|Raise your hand if you have a product of 18 on your paper. Choose a | | |
|student to share their factors for 18 record on the board. Does anyone | | |
|have a different set of factors for 18? | | |
|Raise your hand if you have a product of over 30 on your paper. What were| | |
|your factors? Does anyone have different factors for the same product. We| | |
|can see that numbers can have different sets of factors. | | |
| | | |
|Now we are going to do one more game that relates to multiplication. We | | |
|are going to explain how to play this game called “Toss and Talk” | | |
|Revise th bottom of Toss & Talk so that the answer portion better fits | | |
|the squares to cover answers (so students can more easily see if they | |Skip counting is related to repeated addition. |
|have connected squares to win the game. |ESR: 2x9; 3x6 | |
|Each player will be given 10 colored tiles. Each player will use a | | |
|different color. | | |
|One player will roll 2 cubes. Find the sum of the two cubes and find the | | |
|sum in the toss column. Find the missing number in the pattern. Then look| | |
|at the bottom of the page and find the same number that comes next in the| | |
|pattern. Cover the number with one of your colored tiles. Be explicit | | |
|that students are to add the numbers on the dice to determine which | | |
|problem is the talk and talk they are to do. Then they are done with that| | |
|number. Read the problem and determine the answer (which finding the | | |
|answer has nothing to do with the number from the dice). The next player| | |
|will do the same. If the number in the chart is taken, then player loses | | |
|a turn. To win the game you must get four connected rectangles. Examples | | |
|are shown on the bottom of the page. Diagonal patterns do not count as a | | |
|win. | | |
| | | |
|In this game, did anyone notice a pattern for fining the number that |Play the Toss and Talk game. | |
|belongs in the empty box? | | |
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| |ESR: I noticed that you could find the last number by adding the | |
| |first number to the last number to get the number in the empty box.| |
|Explain: | |Skip counting is helpful in multiplication. |
|Distribute the final check assessment. |Do final assessment | |
| | |Arrays are pictures of multiplication. |
| | | |
|Extend: | | |
|In the Talk and Toss game, what would happen if we wanted to create a | | |
|new game board using a 6th number in the pattern, what new numbers could |ESR: By adding the number at the beginning to the last number in | |
|be put in a new game board? |the pattern, you can keep going with the numbers. | |
|Debrief: How many numbers could be in the pattern? What could be others | | |
|numbers in the pattern? | | |
enVision Games
Team Work
• Work in 2’s or 4’s
• Multi steps
Toss & Talk
• Use number cubes
• Explain/answer question
• Need four connected rectangles to win
Think Together
• Given a question
• Four answer choices
• Explain answer choice
Clip & Cover
• Use number cubes
• Answer questions
• Cover answers
• Four in a row to win
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