Rachel Crozier

Determining How Many Altogether beginning multiplication

3/18/16
Content Standards
California Standards:
NS 1.1 Count, Read, and Writing whole numbers to 100
NS 3.1 Use repeated addition, arrays, and counting by multiples to do multiplication
Lesson Context
This is the second lesson in a multiplication unit taken from the Singapore Math curriculum. The
first lesson taught the students that they can add groups with equal numbers of items. Adding
equal groups was the vocabulary that was introduced and practiced. Students were exposed to
repeated addition, and recognized that they were adding groups with equal numbers of items
within them. Today, students will take this knowledge to solve those number sentences by
asking themselves, how many do we have altogether, and how do we know? This concept
allows the students to focus on finding the total number of objects by determining how many
groups exist, how many are in each group, and verbalizing this information.
Learners Background
Students are accustomed to the Singapore Math curriculum, and actively participate in all parts
of the lesson. Two students work three times a week with the school math specialist to learn
additional strategies, and two students are given enrichment packets each week to extend and
enhance their learning. They have been taught how to use each manipulative and math material,
and many students are given preferential seating to help them retain focus and concentration.
One student has already learned multiplication in a setting outside of school, and the other
students require ample scaffolding and guided questioning to understand concepts.
Student Learning Objective
1. Students will understand that in order to determine how many objects they have
altogether, they must ask how many groups, and how many in each group?
2. Students will verbalize the number of groups, and the equal parts in these groups, in order
to explain how many exist in total. They will use the following format: There are __
because there are __ groups of __.
Assessment
In order to assess student understanding, I will allow each student to leave to work independently
at his/her desk at the latter portion of the lesson after verbalizing the number of groups and item
in each group to me. I will use a diagram in their textbooks, or draw a diagram on my individual
white board, and ask them to tell me how many there are altogether, and why.
Materials

Set of four cups and 12 chips per student

Singapore Math Textbook 1B
Singapore Math Workbook 1B
Math Journals
Key Concepts/Vocabulary
Adding and Finding Equal Groups
___ groups of ____ gives me ___
Initiation Anchor Task

Ask students to find how many chips are in their set of cups; how many do you have
altogether, and how do you know?
Allow several students to share their process with the whole group.

Teaching Point

Explain to students that when we find figure out how many items are there altogether, we
determine if equal groups can be created. We think to ourselves, how many equal
groups can I make, and how many are in each group?
Demonstrate this process by working through a problem on the smart board. Model
remembering the two main questions, and answering them by making a statement.

Development Guided Practice

Invite students to work with you on another problem. Using a familiar situation such as
going on a walk with your dog tell a story of how someone might determine how many
flowers or trees are in a park. Model the questioning method and vocabulary, draw a
diagram on the smart board, and ask students to repeat back the two main questions, and
to find the answers to this new diagram.
Students share with partner how many objects there are altogether in the guided practice
diagram, and discuss their answers.
Send students back to desks, with partners, to determine how many chips they have
altogether, using a DIFFERENT combination of equal groups/equal # in each group.
Journal Page: In first clean page in Math Journal, students will answer the same question
that they were given at the beginning of class. They will document the repeated addition,
the language of equal groups, amount in each group, and amount altogether. They will
use the questioning and recording method taught to document their learning.
Ask students to bring textbooks to the rug. Open to page 50 of textbooks, and facilitate
partnerships reading together. Ask students to determine its connection with their journal
page. Discuss this page as a full group.

Independent Practice

Ask students to return to their seats to complete the corresponding workbook pages: 7677. As students work, travel around the room to work with anticipated struggling
students.

Closure

Bring students back to the rug when they have all completed their workbook pages. Ask
them to name the two questions they need to ask when finding out how many items they
have altogether, and quickly demonstrate the method once more.

Differentiation
Which students do you anticipate may struggle with the content/learning objectives of this
lesson?
Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Lena

Receives Tier 2
Intervention with schools
math specialist; Dyslexia

During full group conversations, Lena is attentive but

does not ask for help when she doesnt understand an
idea. I will walk around the rug to re-teach the
concepts and method to Lena while peers are
working independently, and guide her through the
method. I will meet with her during morning routines
to reinforce strategies in a small group with Elise.

Elise

Receives Tier 2
Intervention with schools
math specialist

During full group conversations, I will walk around

the rug to re-teach the concepts and method to Elise
while peers are working independently, and guide her
through the method. I will meet with her during
morning routines to reinforce strategies in a small
group with Lena.

Which students will need opportunities for enrichment/higher level of challenge?

Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Alex

Fast finisher, receives

enriched learning packets,
already learned
multiplication at home
from parents

Ask Alex if there are any other ways to make the

items into groups. Challenge him to make new items
into groups, and to practice the strategy on new
groups.

Michaela

Fast finisher, frequently

asks for additional math
practice, makes
interdisciplinary
connections in math

Michaela and Alex will form a partnership. Michaela

will be given a multiplication challenge packet to
expand the application of her thinking. Challenge
Michaela to make as many combinations of
groupings as possible. Ask her to explain why.