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# SETON HILL UNIVERSITY

TOPIC DETAILS CK

## Name Brittany Graft

Subject Mathematics

Date/Duration 1 hour

## RATIONALE Standard - CC.2.2.4.A.1

Represent and solve problems involving multiplication and division.
Standard - CC.2.2.4.A.2
Understand properties of multiplication and the relationship between multiplication
and division.

## INTRODUCTION Activating Prior Knowledge

1 to 1 multiplication and division flash card game will be used to refresh students’
memories on the properties. Some of the students with intellectual abilities are not
going to be able to do these flash cards, so include addition and subtraction for those
students.

Discuss how we have used number stories and word problems in other areas of bath
before and how we believe they will be used in multiplication and division.

## We can use a letter to represent an unknown amount in and equation.

Number stories and pictures help to figure out equations.

## How can number stories help us create equations?

What can we use in an equation if we do not know an amount?
How can equations be solved using a letter?
Objective Statement (Audience, Behavior, Condition, Degree)

After going through three stations about number stories with multiplication and
division, 4th grade math students will be able to apply their multiplication and division
skills to number stories and word problems 8 times with 80% accuracy in the
homework math boxes. This objective will have to be altered to fit the needs of those
with the intellectual abilities as they will not be able to complete the word problems
using multiplication and division if they are only at a 1st grade level.
Example of other:
After going through the stations about number stories with addition and subtraction,
4th grade math students will be able to apply their addition and subtraction skills to the
word problems eight times with 80% accuracy in the homework math boxes.

Vocabulary

Number Story
Word Problem
Number Model
Diagram
Equation
Unit

Transition

Students go to their pre-planned groups of 6-7 (based on ability) to their first station
Since this class is smaller, and due to the possible behavior issues, it would be best to
do the stations as a whole group rather than in groups on 2-3.

## LESSON PROCEDURE Pre-Assessment of Students

Students are pre-assessed by observing the first flash card game with multiplication
and division.
Again, the students may need addition and subtraction rather than multiplication and
division.

## Modeling of the Concept

At station #1, the teacher will project their copy of the textbook/worksheet onto the
board and fill out the answers to the questions as the students answer them.

## Guiding the Practice

Teacher will guide the students through the lesson in the textbook by going question to
question so every student is understanding each answer while also ensuring fluency
with moving from station to station.

## Providing Independent Practice

Students will complete the math baseball activity (station #2) on their own, as well as
working on their homework math boxes (station #3) with the ability to ask questions
during both.
Transition

Use buzz whistle to signal for group to move to next station each time after
approximately 20 minutes at each station.

TECHNOLOGY, AND Number story worksheet
SUPPLIES Math baseball game
Homework sheet
Textbook – teacher copy and student copy
Pencils

## EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY
OF THE CONCEPT The homework and number story worksheet will be turned in for completion and
correctness as a formal evaluation.

Informal Evaluation

The participation during the flash card game, the answers given during the lesson, and
the participation in the stations as a whole are part of the informal evaluations.

## CLOSURE Summary and Review of the Learning

Students will work in their groups after going through the three stations to create their
own number story to share with the class.

Homework/Assignments

Finish math box assignment from station #3 if it was not completed in class.