Math Methods Lesson Plan#3

Name: Courtney Goodrich

Date: March 20, 2014

Grade: 3rd Grade

Subject: Math

Topic: Multiplication

Appropriateness of the Lesson: Multiplication is another crucial math concept for children to
learn. Division is the inverse operation of multiplication and in order for children to master division they
must first have a solid understanding and working knowledge of multiplication.

MATERIALS:
Teacher:
- Powerpoint with pictures of Mrs. Knitter, 3 dogs, 5 dogs, 4 rabbits, 2 birds,
and 1 kangaroo
- Worksheet for Activity 2
Student:
- Math counters
- 1 pack of Index cards
- Blank Paper
- Pencils

OBJECTIVES:
- Students will demonstrate how repeated addition can be turned into multiplication problems by
correctly writing addition sentences and then turning them into multiplication sentences.
- Students will show that they understand the concept of multiplication as groups of by independently
writing multiplication problems and solving them correctly with counters.

INTRODUCTION:
Two volunteers will be asked to come to the front and hold out their hands, palms up. Next, I will count out 2
counters into each students hand. Then, I will ask the students how they can find the total number of
counters in the four hands. This discussion will lead into the actual lesson.





TRANSITION:
Today we are going to learn a faster way than addition to count large numbers. It will also help you be
able to understand when adults say things like, You need to have twice the amount of money you have
now before you can buy a bike, Multiplication is really important and really fun so lets get started!


SEQUENCE OF ACTIVITIES:
For the discussion, some ideas they may come up with are: counting the counters by ones
(1+1+1+1+1+1+1+1=8), counting the counters by twos (2 + 2 + 2 + 2 = 8), etc. Counting by 2s is the goal for
them to recognize.
Next, I will show students how we can write the repeated addition sentence as a multiplication sentence, 2 +
2 + 2 + 2 = 8 is the same as 4 x 2 = 8 (read as 4 times 2 equals 8 & 4 groups off 2 equals 8 counters total). We
will then discuss which way is easier to write, repeated addition or multiplication so that students can better
understand why we use multiplication.


Activity 1
Modeling the Behavior:
First, I will pass out packs of 1-8 index cards, counters, and graph paper to each group of students. I will have
five index cards on my desk along with the counters I will need. I will ask a student to pick a number between
1 and 10. Whatever number they pick is the number of counters I will place on each of my index cards. Then I
will write a repeated addition problem on the board and then a multiplication problem for the counters and
index cards. (So for example if the student picks five I will put five counters on each index card and then write
5+5+5+5+5 and 5X5 on the board.

Guided Practice:
Next, we will do an example together. A student will pick a number between 1 and 10. For example, if the
number is 3 then each group will place 3 counters on each of their cards, write a repeated addition problem,
a multiplication problem, and write the correct answer. Depending on how many index cards they have, each
group will arrive at a different multiplication problem. I will write their multiplication sentences on the board
so that we can keep a chart of what we have found. We will do this example several times using different
numbers with students gaining independence as we go along.

Independent Practice:
For independent practice I will have the students swap their set of index cards with the person in the seat
nearest them and make up a problem of their own writing it out on one of the index cards. I will walk around
the room assessing how this is going in order to get a feel for how well they are grasping the concept.


Activity 2
Modeling the Behavior:
I will pass out this worksheet and you will fill in the multiplication number sentence, the addition number
sentence, and the answer to the problem. I have already done the first one for you so that you see how it is
done. I will show the students a picture of Mrs. Knitter who was called this because she was always knitting
things. She also loved animals and had 4 dogs. But the dogs left dirty paw prints everywhere. So she
decided to knit her dogs some socks to keep their paws clean. Show the children a picture of the 4dogs. Mrs.
Knitter wasnt sure how many socks she needed. So I am going to help her out. I am going to count legs and
write the number under each dog. Now how could we write this as a number sentence? 4+4+4 This would be
the long way to write it. What would be the quicker way to write it that we are learning about today? The x
sign is right! So to write this as a multiplication sentence would be 3 groups of 4 legs or 3X4=12

Guided Practice:
Now Mrs. Knitter has 5 cats this is the multiplication number sentence for how many socks she needs for the
cats. How should I write it on the board? 4X5 is correct! So what does that mean? She needs five groups of
four socks, excellent! How would we write this as a repeated addition problem? 4+4+4+4+4= So how many
socks does she need to knit? 12 is right! Now lets see if you can do some of these on your own!
Independent Practice:
For independent practice I will put a new slide on the board. That shows you how many animals Mrs. Knitter
has. Make sure you check how many feet they have!
Show a slide show of:
1. 4 rabbits
2. 2 birds
3. 1 kangaroo

4. Application & Biblical Integration:

Did you know that the Bible has multiplication in it? Can any of you think of where the Bible talks
about multiplication? (Allow time for them to think.) Lets look at a couple Bible verses and you can
see! (Show them the verses about the animals being sent in two by two and seven by seven on the
powerpoint.) See how multiplication can even help you understand the Bible better?!


Conclusion:
So today we have learned another really cool way to count things by grouping them together called
multiplication. We have learned how to find the total number of things by placing them in groups and
multiplying them. Lets do one more problem together as review on the board and work them out with
counters. Mrs. Knitter has 5 flamingos and she wants to make mittens for them. So how many legs do
flamingos have? 2. So how do we write our multiplication problem? 5X2 is correct. So lets count our groups.
2,4,6,8,10 So how many mittens does she need to make? 10!


ASSESSMENT:
1. I will observe students level of understanding through questioning & monitoring of progress during
activity one.
- I will use guided questions to help students discover how repeated addition is the same as
multiplication. How many groups of you have? How many are in each group? What is the total?
What addition and multiplication sentences could we use to show this? Also, I will use consistent
language: 3 groups of 2 added together equals 6, just as 3 groups of 2 equals 6.

2. Independent Practice on activity one: Students will independently complete examples on their own
using the index cards and counters. Sheets will be collected at the end of the lesson to monitor their
level of understanding. Of the ten questions that students came up with they should have correct
answers on 8.

Resources:
http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=2700
http://www.sharemylesson.com/teaching-resource/Introducing-multiplication-6122712/