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Multiplication Strategy: Grouping Subject/Grade Level Unit Math 4 Multiplication

Date Time Duration Teacher

Nov. 15 45 minutes (8:45 9:30) Meagan Fullerton-Lee

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning Outcomes: Specific Learning Outcomes: GLO #1 Numbers: Develop number sense. SLO #5 -- Describe and apply mental mathematics strategies to determine basic multiplication facts to 9 9 and related division facts. [C, CN, ME, R]

LEARNING OBJECTIVES
Students will: 1. Apply grouping as a multiplication strategy.

ASSESSMENTS
Observations: Key Questions: Products/Performances: Prior to lesson Marshmallow Activity (1) How can we represent multiplication using groups? Private Conference (1) QR code worksheet (1)

PROCEDURE
iPods/iPads Private conferencing worksheet/notes page ready for each student QR codes distributed around class Marshmallows separated Worksheets printed Introduction Time New strategy: grouping. Suppose we have the question 4 x 3. How can we represent this with 8:45 AM grouping? Shared example on board students represent on white boards. Who thinks they could (5 minutes) do grouping on their own now write on whiteboard, and turn whiteboard so that only I can see it. Body Time Marshmallow activity. Hand out a selection of flash cards they can circulate individually to practice grouping with their cheerios. DONT EAT WHEN DONE I need you to keep them so you can show me you can do the activity privately afterward. 8:50 AM Doing this on paper towel may not be a bad idea have a member of each group grab small (15 minutes) slips of paper towel for each group member When flash cards have all circulated, students can make questions for the shoulder partner (be reasonable) and check their partners answer before completing a question themselves. iPod/iPad activity. On worksheet, two different questions will be asked of you when you scan your QR code. Demonstrate examples on board one type of question will pop up asking you to demonstrate, for example, what 4 x5 is with a grouping diagram and then give the answer. Another 9:05 AM will pop up with a grouping picture already made, and will ask you to write down the question that (24 minutes) the picture represents (demonstrate example). Shoulder partner 30 second talk to discuss what were doing, then quick share with the class. *Do private conferencing during this activity, and make notes Closure Time Next week were going to be learning some more strategies to help us with multiplication and 9:29 AM possibly start moving into learning the 6-9 times tables not all at once. (1 minutes) Sponge Activity/Activities Write questions for your shoulder partner to answer; Math games on iPods/iPads

Reflections from the lesson

1. 4 x 5

2. 3 groups of 3

3. 5 groups of 3

4. 5 x 5

5. 4 groups of 2

6. 4 x 4

7. 3 x 4

8. 2 groups of 5

9. 2 x 2

10. 3 groups of 4

Name: ______________________________

1. _____ x _____ = _____

2. _____ x _____ = _____

3. _____ x _____ = _____

4. _____ x _____ = _____

5. _____ x _____ = _____

6. _____ x _____ = _____

7. _____ x _____ = _____

8. _____ x _____ = _____

9. _____ x _____ = _____

10._____ x _____ = _____

Private Conference ----- Name: ____________________________________________________ Show the following multiplication question with the grouping technique to find your answer. 4 x 5 = ______

Private Conference ----- Name: ____________________________________________________ Show the following multiplication question with the grouping technique to find your answer. 4 x 5 = ______

Private Conference ----- Name: ____________________________________________________ Show the following multiplication question with the grouping technique to find your answer. 4 x 5 = ______

Private Conference ----- Name: ____________________________________________________ Show the following multiplication question with the grouping technique to find your answer. 4 x 5 = ______