3.

5 The student will recall multiplication facts through the twelves table, and the corresponding division facts. 3.6 The student will represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. Math Snapshot (5 min) Instructional focus 11/12 Monday Daily Math Prompt This lesson focuses on the students ability to recall, write and state the multiplication and division facts through the twelves table. While using multiplication strategies like arrays, skip counting, equal groups and repeated addition. 11/13 Tuesday Daily Math Prompt This lesson focuses on the students ability to recall, write and state the multiplication and division facts through the twelves table. While using multiplication strategies like arrays, skip counting, equal groups and repeated addition. 11/14 Wednesday Daily Math Prompt This lesson focuses on the students ability to recall, write and state the multiplication and division facts through the twelves table. While using multiplication strategies like arrays, skip counting, equal groups and repeated addition. 11/15 Thursday Daily Math Prompt This lesson focuses on the students ability to recall, write and state the multiplication and division facts through the twelves table. While using multiplication strategies like arrays, skip counting, equal groups and repeated addition. 11/16 Friday Daily Math Prompt This lesson focuses on the students ability to recall, write and state the multiplication and division facts through the twelves table. While using multiplication strategies like arrays, skip counting, equal groups and repeated addition.

Guided Practice

HM p. 206 TTW explain that the students will be learning about multiplication, and that you can use multiplication when adding equal groups. TTW go over the meaning of the multiplication, factors and product and have students record in their journal. TTW explain that they are going to explore how to model multiplication in different ways.

HM p208 TTW place counters in 4 rows of 3 counters per row. What multiplication number sentence matches the counters? Watch as I make another layout of counters. TTW use 12 other counters in an array with 3 rows of 4 counters per row. What multiplication number sentence matches these counters? How are the two sets of counters alike/different? What happens to the product if I change the

TTW explain the multiplication ice cream party to the class. TTW explain that they students will learn their first set of facts and earn their bowl. TTW introduce the zero property of Multiplication (the product of zero and any number is zero) TTW ask students facts like 1x0 and 12x0 to check for understanding. TTW review the identity property of multiplication.

Division HM p.260 TTW place 12 counters randomly on a clank transparency. TTS ask the student show they would put 12 counters into 4 equal groups. TTW draw 4 rings to show groups. Then invite a student to show how he or she would put the counters into the 4 groups. TTW write the division sentence: 12/4=3 TTW then have the students show how they would put 12 counters into groups of 4. TTW write the division

TTW display a multiplication word problem on the board. TTW model using UPS check how to solve the problem using help from the students. In the plan section TTW model how to use equal grouping, array, repeated addition or skip counting. TTW ask the student which would be the best method to solve the problem.

TTW post the following question. Kim has 3 strips of stickers. There are 5 stickers on each strip. How many stickers does Kim have in all? (display in PowerPoint) TTW tell the students that they are going to model the equal groups. TSW tell students to draw 3 circles to stand for the strips and use counters to stand for the stickers. (TTW display on board) TTW say there are 3 groups of 5. Lets skip count to find the total. (model how to draw it and have students copy) TTW say now lets use repeated addition to fin the total. (model and have students copy) Now on your own write the mult. Sentence.

order of the factors? Whats the name of that property? (Commutative property of multi) HM p. 208 (Pass out lesson 2 worksheet) TTW guide students. TTW ask: -how are the stamps arranged? -Does each row have the same number of stamps? -What operation can you use to find the total number of stamps? -How do the stamps show equal groups? Now look at the picture of the album page turned. How does the number of rows change? How does the number of stamps in each row change? Does the total number of stamps change. Pass out graph paper. Write a 2x3 on the board and model how to make an array. Give students more facts to draw. Thats Arrayzing!

(the product of any number and 1 is the number) TTW explain to the student that they have just learned their first 2 sets of multiplication facts.

sentence: 12/3=4.

Independent Practice

What if Kim had 4 strips of stickers with 3 on each strip? How many would she have in all?

Multiplication Properties sort (glue in journal)

Practice 10.1

TTW solve a word problem using UPS check.

Class Review

Go over the independent practice as a class, and complete a chart on the overhead.

Go over the independent practice as a class.

Go over the independent practice.

Pizza Pizza Division (instead of a book have students glue into journal.)

TTW go over the independent practice and ask students to model how they plan their problem, and the method they used. Multiplication Adventure Task Cards.

Application

Making Equal Groups Activity (have student glue in their journal)

Fill It In

Multiplication Kites

Pizza Pizza Division Story Problems

Assessment

Equal Groups

Maintence Moment

Round 234 to the nearest ten.

4x5 In their journals TSW 1. write in repeated addition 2. Equal groups 3. Skip counting 4. Array What is the answer of a multiplication problem called?

Multiplication Facts 0 and 1s

TTW check the story problems.

Multiplication Quiz Quiz on 2s.

What are factors?

How do you solve 3 x 5, using skip counting?

Name the methods used to show multiplication.

Homework