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    Maths Lesson Plamf

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    © All Rights Reserved
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    Eliza Boin S00159639 Mathematics lesson plan ~EDMAS04 Topic: Multiplica "/ Date: 5/6/2017 Year Level(s): 3 Lesson duration: 60 mins ‘Mathematical Focus: Understanding the distributive property of multiplication through the development of visual repregéntations of multiplication Intended learning outcome: / '* To develop visual representations of multiplication J ‘+ To develop an understanding of the distributive property of multiplication through array bustin, ‘* Tomake links between concrete, semi-concrete and abstract representations of the distributive property of multiplication Learning Intention: Today we are learning to develop mental images for multiplication through our exploration of arrays. Wetwill be busting up arrays to investigate the distributive property of multiplication and learning how to move’bétween our Use of concrete materials, drawings and using numbers to represent our multiplicative thinking. Victorian Curriculum (VC): ‘Students’ prior knowledge: Year level(s): 3 Students already understand/know about this topic/mathematical focus, and the skills already used: Content strands): Number and Alggtra ‘+ Repeated addition Sub-strand: Number and place value ‘+ Commutative property in written multiplication equations, Content deseriptors(s): * Multiplicative structure: kK Recognize and represent multiplication as rey/ ‘© Composite unit /Equal eréuping addition, groups and arrays (VCMNA108) © Commutativity property Proficiency strand(s) and descriptor: Understanding: making meaningful connections between array busting and the distributive property of multiplication, recognizing that multiplication factors can be decomposed and ‘multiplied separately to find the final product + Reasoning: explaining their thinking as they transfer their understanding of partitioning arrays using concrete materials to both a semi- concrete representation and a abstract representation of the distributive property of multiplication, Eliza Boin 800159639 ‘Assessment strategy/strategies: © Work samples: Children record their array busting attempts using diagrams of their arrays on grid paper with accompanied written expressions and ecuations wf Key vocabulary/terms: Multiply (times by/ groups of}, separate, “bust up”, decompose, partition, array, distributive property, commutative property, row/s, column/s, explain, represent, interpret Observe children’s’ verbal explanations of t mathematical thinking and reasoning What will you analyse, in the evidence found in the assessment? Is multiplicative thinking being displayed? ‘© Composite unit thinking, Do they understand ‘groups of” ° ° ° through the visual representation of accurate/appropriate? understanding of the distributive Have they decomposed the factors in accurate/appropriate? property? distributive property? ( © Were they able to represent their \ understanding of multiplication arrays Were these representations Do they understand the distributive property? ‘© Were they able to represent their f property through the visual representation of arrays? the multiplication situation correctly? Were these representations /| Is the student able to communicate their mathematical understanding of the distributive ‘© What language is being expressed by the student when explaining the Is the student using appropriate vocabulary? ° Resources: Graph paper Straws Grey lead / cdoured pencils Colour 1” tiles Interactive whiteboard (IWB) Ae Lesson design ‘e5: ENGAGE, EXPLORE Lesson introduction (Whole ~ TUNING IN): 12 minutes gfass the picture (right), which is an anony; of 5 x3 inva drawing. Use this sample piece as @ mjstoncey children to become aware of and potentially lead them ti mathematical discussion of multiplicative thinking. Children’s interpretations can be used to gain access of st knowledge/understanding of mental images for multiplication. Tell the class that this is what a student drew when they piece of paper what $ x 3 looks like. ocus question/s: What was Matt thinking? How do you/we know? wy is student's interpretation imed for the rate rich pion Was his thinking correct? 0 Why/why not? How was Matt's thinking limited? What was he not thinking about? students’ prior were askéd to draw on a Eliza Boin 800159639 Encourage and direct class discussion by asking “What was Matt thinking when he drew this?” “Is it correct? Why/why not?” "How was Matt's thinking limited?” Encourage students to recognise that Matt has not displayed multiplicative thinking in his respons Ask the class “What could Matt have drawn tagiresent, mutpicatvey” or “How con Repeated addition, An array (desired response) What are some of the ways we could draw 5 x 3? This is an array - what can you tell me about what an array is? v| Remind students that rows go across like as 2 drawing on a piece of paper. ‘While roving the room, observe students’ drawings. if any of the students drew an ‘What would the mathematical expression isi | for this array be? E.g, 5x4 present 5 x 3 in a drawing. and/or 4x5 ‘Show the array (right) on the WB. Introduce the a a a a a Image, informing the clas its an array. EEE Encourage students to construct their own definition ‘of what an array is by asking: “What can you tell me vm what an array js?” and “What can we interpret from this array?” Bring their attention to the commutative property by showing the array turned eround 90 degree (right, below). fc Kk ‘e5: EXPLORE, EXPLAIN, ELABORATE Focus question/s: Development/investigation: Array busting (Part - INVESTIGATING): ‘What has busting up the Write 3 x5 on the whiteboard andfinvite students to use the

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