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# Name: Hannah Boshoven & Brittany Bootka Lesson: Multiplication

School: 123 Elementary

Length: 40 minutes Cooperating Teacher: Mrs. Fork Date: 2/19/13

College Supervisor: Professor Finn

Materials needed- Teacher Materials: 2 packages of candy, red/green cards, equation flash cards, picture flash cards, matching game, matching worksheet. Student Materials: Pencil

OBJECTIVE: When given a worksheet, the student will be able to match the number grouping to its equation with 80% accuracy by 2/19/13. Common Core State Standard: 3.0A.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. BEHAVIORAL EXPECTATIONS: Students are expected to give their looking eyes, their listening ears, and their quiet mouths. Students should be following along with the teacher and actively participating when asked to do so. Students will be reminded to take the lesson seriously so that all can benefit from instruction. If problems arise, we will address the situation individually. OUTLINE OF LESSON:

Anticipatory Set: (5 min) Teacher will give each student two cards, one green card and one red card. We will show them the nutrition facts of two candies, show them the whole package of candy spread out on the table, and ask them to decide which grouping has more candies in it. This will be shown using the document camera. Students will use a scrap piece of paper if they need it. The candy groupings will be on top of red and green cards. Once they are done, they will hold up the card that corresponds to the nutrition fact that we say aloud. For example, “this says that there are two serving sizes, and in each serving size you get two pieces of candy. Which grouping represents this equation?” Objective: “Today, we are going to learn how to represent number groupings with equations.” Rationale: “This will help you if you need to share objects among friends and pick between two choices to make sure you get the fair amount.” Input: “You know that you can group numbers in different ways. Numbers can be represented by objects or symbols, which can help you visualize the amount that

you have. Number groupings can be different from one another (bigger, smaller) or they can be the same.” Modeling: Teacher will hold up cards with a number grouping on one side and an equation on the other side. This will show that groupings correspond with the equations (2 groups of 2= 2 x 2) “Look at this card! This has 2 groups of 2 on it, and then it says that 2 groups of 2= the equation 2 x 2. Isn’t that neat? This card has 1 groups of 2 on it. The equation for this is 1 x 2. Now, let’s look at the dots on this card. We need to figure out what equation fits this picture. Is it 3 x 4 or 1 x 2? Are there 3 groups of 4 or is there 1 group of 2? Let’s count! That’s right, it’s 3 x 4 since there are 3 groups of 4.” Checking for Understanding: (Thumbs up/thumbs down) “Here is a card with groupings on it. I think that this matches the equation 2 x 0. If you think I am right, hold up your green card. If you think I am wrong, hold up your red card. Here is a card with more groupings on it. I think that this matches the equation 3 x 2. If you think I am right, hold up your green card. If you think I am wrong, hold up your red card. Here is one last card with groupings on it. I think that this matches the equation 4 x 0. If you think I am right, hold up your green card. If you think I am wrong, hold up your red card.” Guided Practice: Teacher will hand out a matching game to each partnership. The game will consist of pairs, one equation and one number grouping visual representation. “Now, you will play a matching game with your seat partner. Spread all of the cards out, face down, and you will take turns flipping over two cards. If the equation matches the picture, you get to keep the cards and go again. If the equation does not match the picture, you must turn the cards back over and it is your partner’s turn. Play this game until all of the cards are matched. Have fun!” Independent Practice: Teacher will hand out a matching worksheet to each student. Students will work on these independently. “You are going to work silently on this worksheet. On the left side, there are 5 pictures of number groupings. On the right side, there are 5 equations. Your job is to draw a line connecting the picture to the correct equation.” Closure: “Great job! You learned how to represent a number grouping with an equation.” Evaluation: The teacher will collect the students’ independent practice sheets in order to assess if the student met the objective.” When given a worksheet, the student will be able to match the number grouping to its equation with 80% accuracy by 2/19/13.

Student Signature: ______________________________ Cooperating Teacher: _______________________________ College Supervisor: _______________________________