© All Rights Reserved

10 views

© All Rights Reserved

- m27-m28
- Stage 9 Maths Curriculum Framework 2018 (Checkpoint)
- SENA 2_a
- mtss math unit plan
- 2 3 Misconceptions
- observation 2 11 10 16
- DLL in Math ( June 19-23, 2017 )
- DLL in Math ( July 03-07, 2017 )
- unit 2
- lattice lesson plan
- Egyptian Multiplication
- LP1
- Cat Sample Paper Maths 2class 5
- g8m1l10- operations with scientific notation
- RT MAT T2
- math lesson with corrections 3 21
- Students direction for arithmetic
- lesson 65-operations with scientific notation
- parent newsletter - third grade math mp1 part 2
- clarification of expectations regarding basic num facts and strategies

You are on page 1of 6

Curriculum Area: Math

Standards Connection:

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two

two-digit numbers, using strategies based on place value and the properties of operations.

Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

[4-NBT5]

Learning Objective(s):

Students will complete a multiplication worksheet with 1digit combinations with 90% accuracy.

Today, you will complete this multiplication worksheet. There are only single digit combinations

so that you can practice your basic multiplication facts.

Students who have mastered the subject will have scored a 90 or higher on the multiplication

worksheet. They will move on to solving real world problems, using their multiplication skills.

Students who scored between and 80 and a 90 know the subject. They can continue to work on

multiplication skills, applying it to word problems. Students who score below an 80% will

continue to work on the basic multiplication facts, using flashcards and repeated practice until it

becomes second nature to them.

Engagement:

We will begin by reading the book Amandas Bean Amazing Dream. Today, were going to

talk about Amanda Bean. Now, Amanda Bean is just like a lot of you. She LOVES to count. She

counts everything! Even when it takes her a very long time, she still loves to count. In her class

at school, she is learning about multiplication. Do my friends in this class know how to multiply?

Wait for students to respond. Yes, we sure do! We have been learning all about multiplication.

Lets see what Amanda Bean learns about multiplication in this story! Read the story to the class.

Throughout the story, ask them questions like Can you relate to Amanda Bean? Do you like to

count instead of multiplying? Do you think its easier to count instead of multiply? Once

Amanda starts dreaming, ask the students to multiply the objects with her, like the tiles or the

books or the sheep and yarn or the grandmas sweaters. At the end of the book, discuss the lesson

with the students. So, what did Amanda Bean learn? Thats right! She learned that you can still

love to count and multiply at the same time. It is very helpful for us to know how to multiply!

Who can tell me one way that multiplying can help you? Those are all very good answers. One

of the biggest things Amanda learned about multiplying was that it was faster! Who likes to get

their work down fast? Yes, me too! When we multiply, it is a faster way to count than using

addition. Multiplying is a good skill for us all to use, and like Amanda, we should learn to love

it! Now, we are going to do an activity with our multiplication facts. Transition to activity.

Using the Document camera, we will flip to the very back of the book. Activity Three in the

appendix involves solving multiplication problems using riddles. We will examine these riddles

and solve them as a class. Three Two One. I want to know how many of you like riddles. Yes

me too! I love to tell them, and I love to solve them. Today, we are going to solve riddles. First, I

need everyones attention on the board at the front of the room. At the back of the book, there are

some riddles about Amanda Bean. Lets see if we can solve them! Discuss the riddles with the

children. For the first riddle: Which has more wheels, 4 tricycles or 5 bicycles, say: Lets look

at the first riddle. Who can read this for me? So, how should we solve this problem? Lets focus

on the first part. How many wheels does a tricycle have? Thats right three. So what are we

going to do to figure out how many wheels 4 tricycles have? Thats right we are going to multiply

4 and 3. What answer do we get? Thats right 12! Okay, so now, lets look at the second part.

How many wheels are on a bicycle? Thats right, 2! So, how will we figure out how many wheels

are on 5 bicycles? Yes, 5 times 2, which equals 10. Which one has more wheels? Yes, 4 tricycles

have more wheels then 5 bicycles. How many more wheels? Thats right, 2! Let the students talk

about this riddle for 1 minute and ask any questions. Okay, lets look at the next riddle. Which

has more cookies, a cookie sheet with 3 rows and 8 columns, or a cookie sheet with 4 rows and 6

columns? Who has an idea about how to solve this problem? Good thinking! We could multiply,

and then compare! Thats a great idea. Lets multiply 4 and 6 first. What do you get? 24. Now,

lets multiply 3 and 8. 24 again! So, what would our answer be? You are right; both cookie

sheets have the same amount of cookies. So, we could pick either one and get the same amount

of cookies. YUM. Okay, finally, lets look at this last riddle. This one says Which has more

panesa window with 5 rows and 4 panes in each row or a window with 3 rows and 6 panes in

each row? Try and solve this riddle to yourself. You have 5 minutes to solve it independently. I

should hear no talking. Wait until students have completed the problem. Then ask them what

answer they got. Okay, what answer did you get? Yes, 5 rows and 4 panes equal 20, which is

more than 3 rows and 6 panes because that equals 18. How many more is it? Thats right, 2

again! Okay, now I need everyone to go quietly back to your seat. Once everyone is sitting down,

silent, and eyes on me, we will discuss the next directions. Wait for students to follow the

directions, and then proceed. Project a template for writing the riddle using the document

camera. Now, I want everyone to use the blank sheet of paper in front of him or her, and write a

riddle similar to the ones we just solved. If you get stuck, use the template on the board to help

you. Only use the numbers 1-10, but be creative! Once you have written the riddle, you will turn

it in, and then I will pass out the riddles again but this time you will be solving a riddle that one

of your classmates has written. That being said, dont make a riddle you yourself would not want

to solve because you might get your own riddle to solve when I hand them back out! Does

anyone have any questions? Let the students write the riddles, helping them if they are confused

or if they do not understand the assignment. Then, once all the students have a complete riddle,

collect them, and redistribute the riddles so that everyone has a new one to solve. I am now

going to pass out the riddles again, but you will get someone elses riddle to solve. Once you get

a riddle, you may start solving it. Raise your hand when you think you have solved your riddle,

and I will come check it. Once you have solved the riddle, you will receive another multiplication

worksheet that I will be grading. Do your very best on this worksheet!

Assessment

Once students have finished their riddles, they will receive the multiplication worksheet. Once I

hand you the multiplication worksheet, work silently on this worksheet. There are only single

digit multiplication problems, so that we can practice our basic combinations. I want everyone

to work independently, so I should hear no talking. Once you finish this worksheet, turn it over

on your desk and begin to read silently at your desk. I will come collect your papers when I see

that you are done.

Closure

Once all the students have finished the worksheet and are silently reading, command their

attention again. Okay, all eyes on me. Ill wait until I have everyones attention. We are almost

done with our lesson. But before we finish, we are going to solve one more riddle. Project an

image on the board from the document camera. Lets look at this last riddle I have put on the

board. Its a little more challenging than the last 2. How should we solve it? This riddle says

Ms. Walker has 45x20 shopkins. Mr. Addison has 33x42 shopkins.Who has more shopkins? I

dont want anyone to blurt out the answer. Lets think about this silently for 3 minutes, and then

we will talk about it. Let the students work on this problem. Now, who thinks they have a

solution? Thats a good idea. First, we should multiply 21 times 20. Who knows the best way to

do that? Thats a good idea. 45 times 2 is 90, and since we are dealing with a ten, we can make

that 900. Now, how should we multiply 33 times 42? Lets use a chart like we did last week. I like

that idea! Let the students work using the chart for 3 minutes. What answer did you get? 1,386?

Does everyone agree? I do. So who has more shopkins? Thats right, Mr. Addison does!

Document camera

Blank paper

Multiplication worksheet

Appendix in the book

Riddle template

Riddle Template:

First Step: Choose an object (Ex: Car)

Third Step: Choose an object to compare the first one two (motorcyle)

Fourth Step: Choose another number 1-10 (8)

Fifth Step: Put it all together! (There are 6 cars and 8 motor cycles in the parking lot.

Which have more wheels, the 6 cars, or the 8 motor cycles?)

- m27-m28Uploaded byapi-262768768
- Stage 9 Maths Curriculum Framework 2018 (Checkpoint)Uploaded byMahmoud Salaheldin
- SENA 2_aUploaded byernsteins
- mtss math unit planUploaded byapi-273303177
- 2 3 MisconceptionsUploaded byShiao Mei Yeong
- observation 2 11 10 16Uploaded byapi-306923856
- DLL in Math ( June 19-23, 2017 )Uploaded byFlorecita Cabañog
- DLL in Math ( July 03-07, 2017 )Uploaded byFlorecita Cabañog
- unit 2Uploaded byapi-266792435
- lattice lesson planUploaded byapi-267588236
- Egyptian MultiplicationUploaded byjoe_ochiltree
- LP1Uploaded byAnnmarie McGonagle
- Cat Sample Paper Maths 2class 5Uploaded byDcPandey
- g8m1l10- operations with scientific notationUploaded byapi-276774049
- RT MAT T2Uploaded byPuvaneswariMunusamy
- math lesson with corrections 3 21Uploaded byapi-252975436
- Students direction for arithmeticUploaded byYsabel Grace Belen
- lesson 65-operations with scientific notationUploaded byapi-276774049
- parent newsletter - third grade math mp1 part 2Uploaded byapi-263233169
- clarification of expectations regarding basic num facts and strategiesUploaded byapi-265143818
- IPLAN 7 2nd Week.docxUploaded byMich Anne Valenzuela Imbong
- family letterUploaded byapi-239942675
- microUploaded byapi-294960766
- review of multiplicationUploaded byapi-299073258
- g8m1l10- operations with scientific notation 2Uploaded byapi-276774049
- math lesson 2Uploaded byapi-266196855
- lesson planUploaded byapi-309517002
- mathUploaded byapi-249051401
- DLL in Math ( June 19-23, 2017 )Uploaded byFlorecita Cabañog
- february 17 2Uploaded byapi-314368188

- moon phases lesson planUploaded byapi-302405971
- field trip unit planUploaded byapi-302405971
- tlac 2Uploaded byapi-302405971
- disaggregateddataUploaded byapi-302405971
- author study lesson plansUploaded byapi-302405971
- compilation of lessonsUploaded byapi-302405971
- google 20 projectUploaded byapi-302405971
- unit sampleUploaded byapi-302405971
- pd reflectionsUploaded byapi-302405971
- because of winn dixie scrapbook assignmentUploaded byapi-302405971
- video peer observation - annieUploaded byapi-302405971
- candidate self assessment of video taped lessonUploaded byapi-302405971
- phonics lesson planUploaded byapi-302405971
- pattern lesson planUploaded byapi-302405971
- phonics lesson 2-2Uploaded byapi-302405971
- school wide eventsUploaded byapi-302405971
- ss mini lessonUploaded byapi-302405971
- mini lessonsUploaded byapi-302405971
- action research projectUploaded byapi-302405971
- action researchUploaded byapi-302405971
- teacher task peer self review-2Uploaded byapi-302405971
- early morning logUploaded byapi-302405971
- speaker reflectionsUploaded byapi-302405971
- school wide event reflectionsUploaded byapi-302405971

- What is a stallUploaded byTheStephen Michael Boodhoo
- Marker Interface and Class Extension (Beginning Java Forum at JavaRanch)Uploaded bypavani21
- Townsend, Quantum Physics, CHAP_6, QM in 3DUploaded byElcan Diogenes
- 333192687-201-Programming-in-Hp-Ppl.pdfUploaded byCarlos Rodríguez Sanchez
- slpdreadUploaded bypranav_023
- Water Pplo3 (1)Uploaded bycharrys1212
- OptiSystem Tutorials Volume 1Uploaded byThan Beo
- Compressor ManualUploaded bySubhashis Roy
- oracle sql referenceUploaded bydiegoruggeru
- Decision TreeUploaded byAnwesha Dev Chaudhary
- MathType User ManualUploaded byjiugangyuan
- Introduction to Microsoft Windows MFC Programming the Application_Window ApproachUploaded byJversha
- Article 9_Joint Maintenance and Production Planning in a Deterring System-model and Solution MethodUploaded byTunENSTAB
- IAI ISDBCR/ISPDCR ESD Spec SheetUploaded byElectromate
- Quasi Researh DesignUploaded bylily1528
- Vulnerability Detection in Source Code Based on Git HistoryUploaded byJexia
- 116-963-2-PBUploaded byachyutsharma
- Preview Python 3 Programming and GUIsUploaded byisak23
- Servo 2012-01Uploaded byFabien Gokucorp
- 2275229_1_dba2SpecUploaded byAnupam Kumar
- Problem Set GUploaded byBookAddict721
- Redline Catalogue English Ed2010 680803-uUploaded byNatesh
- Literature Review on Cyber SecurityUploaded byengineeringwatch
- ChemOffice v16.0 Release Notes.pdfUploaded byAndrea Melissa Cabrera
- MA521 GuideUploaded bymuskystoat
- KKD UTM (Marzuki Khalid)Uploaded byshaheerdurrani
- Energy Balance in a Solid Oxide Fuel CellUploaded byAshik Ahmed
- CONDOR_T60_T66J_92375Uploaded byHoang Hai
- 1.1.1 Number RepresentationUploaded byAhsan Waheed
- Los Cdt SeriesUploaded bymurali_227