Whole Numbers and Multiplication Christine Decker

Third grade/Mathematics

Common Core Standards: Key Ideas and Details 3. OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 7. 3. OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.) Lesson Summary: This lesson will introduce whole numbers in multiplication. We will also learn the properties in Multiplication. Estimated Duration: 50 minute class time for seven days. Testing over material on the seventh day. Commentary: I will start with review of addition and transition into multiplication explaining that multiplication is grouping numbers together rather than adding each number. I think the challenge will be will be getting them to multiply instead of adding. I will get them hooked by showing the fun math games on the computer they will be able to do on their own. They will use tools such as flash cards to help them to learn the table.

Instructional Procedures: Day 1: I will explain what multiplication and how we are going to use it. I will then give the students the definition of product, and the properties, i.e. Commutative, associative and distributive, I will ask them to write the definition of each on their index cards as I write them on the board. Once the students have the definition on the index cards I will then give an example of each and ask them to write it on the appropriate index card. I will ask in anyone has any questions and answer any. Then I will reinforce the information by giving several examples and ask the students to tell me which property it would be. We will then make our multiplication flash cards. We will start with 1s. Writing on each index card. Example 1x1, 1x2, 1 x3 to 1x10. We will continue with 2s and 3s. If time permits I will have the students break up into groups of 3 and practice with each other using the flash cards. Homework study 1s, 2s and 3s. Day 2: Today will be a reinforcement day. 30 min We will begin with review of the 1s, 2, and 3s. I will ask for students to explain to me what the properties are. During the class time today we will finish our flash cards starting with 4 and ending with the 10s. Once students have completed the flash cards they will again break up in groups of 3 or 4 and practice with each other. Once they have practiced I will have them go the computers and have them go to awesomeclassicgames.com and practice on the multiplication games last 20 min. Homework for tonight will be to learn their 1s, 2s and 3s. Quiz on day 3 over 1-3. Day3: Quick quiz over multiplication table 1 thru 3. Total of 10 points possible 15 min. On the smart board I will review the multiples 4 thru 10. Have students work on their multiplication flash cards, in small groups of 3 or 4 have students review with each other. Review the properties, commutative, associative and distributive. Have students view several examples of each and have them explain them. For the remainder of the class period about 15 min have students practice 1-10 multiplications on the computer. Homework have students review 1 thru 10 also have them write the definitions of the properties and give an example of each. Day 4: Start class with a review about 15 min, Multiples 1 thru 10 also reviewing the properties, Have students spend about 15 minutes working on flash cards with each other in groups. Introduce students to the Khan Academy on the computer. Instruct them to explore the site and answer any questions they have. Last 20 min of class have students work on practice your math skills. Day 5: Start class with a quiz over the material. They will be given 12 multiplication problems and 3 problems that they have to choose the correct the definition for each property. Quiz will be worth 15 points. If the student is able to score at least an 11 which would be 73% or better I will feel confident that they have an understanding of the material. Day 6: Spend the first 25 min going over the quiz and answering any questions. Reviewing material. Explaining about the test they will have the next day. Last 25 min have students work on computer either playing math games or working on Khan Academy. This will be a review day. Homework study for test. Day 7: First 10 min I will review and answer any questions students may have. Last 40 min students will be giving a written multiplication test. .

Pre-Assessment: On day 3 I gave a quick quiz worth 10 points just to get an idea if the students were understanding how to use multiplication. On day 5 I gave another quiz worth 15 points with all the multiples 1 thru 10.

Scoring Guidelines: If a student scores a no lower than a 7/10 off the first quiz they are able to move on and with practice and review they will be able to improve. On the second quiz if they score at least a 11/15 that would be 73% they will be able to move forward and again with practice and review they will improve. Post-Assessment: For the post-assessment I will give a more detailed test on the material. The test will be 22 multiplication problems that they must solve. There will also be 3 property questions they will have to write the definition and select the correct example of each property from the example I provide. Scoring Guidelines: The scoring will be as follows the test. It will be worth 50 total points. The 22 multiplication problems will be worth 2 points each. The 3 definition problems will be will be worth 1 point each and choosing the correct example will be worth 1 point. The passing % will be at least a 70%, (35/50).

Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: When I break the students up in groups they are grouped by ability so the students that are progressing faster will have the opportunity to work on more advanced math problems. They will also be able to play the more advanced math games on the computer. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: For the struggling student during group time I would be able to spend a little extra time with them as a group and go over the material and see where they are having problems and let them work together as a group to practice and review.

Extension I really like Khan Academy it is a self-paced online math site. A student can work at their own pace and continue to repeat the exercises as often as they want to straighten their math ability. . https://www.khanacademy.org/ Homework Options and Home Connections I would have my students do very traditional math homework either from the math book or a worksheet that I have prepared. Then I would have them go to Khan Academy once or twice a week and complete exercises that appeal to them. I would have them track their scores and time and provide to me when asked,

Interdisciplinary Connections I think math is the subject that stands alone, Every other subject uses math as a resource, take science for example if you are doing a science experiment you rely on math for the correct measurements. History is another example we use math to determine how long ago something existed. Materials and Resources:

For teachers

Smart board, number line.

For students

Paper, pencil, computer, number line, whiteboard, index cards.

Key Vocabulary Products, commutative, associative and distributive properties. Additional Notes