Name: Emily Trapp

Date: February 17, 2010

Grade Level/Subject: 2nd Grade Math
Prerequisite Knowledge: Students have been working with arrays, and briefly practiced
putting items into equal groups. Students have also worked with SMARTBoard Clickers as
a tool to check for understanding.
Approximate Time: 40-45 minutes
Purpose: Students will be introduced to multiplication as a way to find the total number of
things in several equal groups.
Student Objectives/Student Outcomes: Students will recall different strategies (drawing
pictures, tallies, counting up, etc.) to solve equal groups problems. Students will explain
the strategies they use to solve equal groups problems. Students will solve a series of equal
groups problems with the use of manipulatives. Students will apply their understanding of
information from unit 6 in a 6 question clicker question assessment.
Illinois Standards:
4.A.1c Follow oral instructions accurately
6.B.1 Solve one- and two-step problems with whole numbers using addition, subtraction,
multiplication and division.
6.D.1 Compare the numbers of objects in groups.
8.D.1 Find the unknown numbers in whole-number addition, subtraction, multiplication
and division situations.
10.A.1a Organize and display data using pictures, tallies, tables, charts or bar graphs.
Materials: white board or SMARTBoard, student math journals (page 153),
counters/manipulatives for each group of students, SMARTBoard presentation to aid
student understanding, SMARTBoard Assessment clickers (designated for each student)
with response questions prepared

Opening of lesson: Because this is just an introductory lesson, students will

be thinking about concepts that we have covered before and use strategies to
7 solve “groups of” problems.
minutes
The lesson will begin with asking students the following question: Jane
bought 3 packs of gum. There are 5 sticks of gun in each pack. How many
sticks of gum did she buy in all?
Students will have scratch paper to help them draw pictures, tallies, or
whatever might assist them in answering the problem.
 After allotting students time to solve the problem, I will ask students to
share how they got their answers. I will take student strategies and draw
them on the board, also suggest other strategies that might be missing.
Using this problem, I will lead students in a discussion about equal groups.
“The packs of gum are equal groups because each pack has 5 sticks of gum
in it. Six-packs of soda or pop are also examples of equal groups because
each six-pack has six cans or bottles in it. Just like on Tuesday when we
looked at different size rectangles on the geoboard, this is a different way to
look at multiplication. When we were using the geoboards, we were
counting the total number of pegs or circles that were in a rectangle, and
saw the relationship between the number of rows and how many circles
were in each row. This was helping us to do multiplication problems.
Combining equal groups to find the total number of things in all the groups
is called multiplication.”
I will them that the number model for the gum number story is “3 x 5 = 15,”
thinking about 3 packs of gum, each having 5 sticks.
When thinking about the geoboard, if I created a square that had 3 rows and
each row had 3 dots, my number model would be “3 x 3 = 9”

Procedures: After introducing this idea to the students, I will proceed by

giving them more opportunities to see the concept and solve problems. Next
25 I will set up a problem for the students:
On each of the 4 stools in front of me, there are 3 pennies. How many
pennies in total are there on all of the stools?
Students will still have their scratch paper which will assist them in solving
the problem. The visual of seeing 3 pennies on 4 colored stools should also
assist them in solving the problem. After giving students time to answer, I
will ask for student responses to the following questions:
How many groups of pennies are there? 4, because there are 4 stools
How many pennies are in each group? 3
Are they equal groups? Yes, because there are the same number of pennies
in each group or on each stool.
How many pennies are there in all? 12
On the SMARTBoard I will fill in a chart with this information for the
students, and ask them to tell me what they think the number model for this
problem is – 4 x 3 = 12.
I will take one stool away and add 3 more pennies to each stool. Therefore
there will be 3 stools with 6 pennies on each. I will follow the same process
 of allowing students to look, solve, and discuss:
On each of the 3 stools there are 6 pennies. How many pennies are there all
together on the stools?
I will ask the students the same questions:
How many groups of pennies are there? 3, because there are 3 stools
How many pennies are in each group? 6
Are they equal groups? Yes, because there are the same number of pennies
in each group or on each stool.
How many pennies are there in all? 18
I will tell the students that the number models for multiplication can be
stated in the following ways: 3 times 6 is 18 or 3 multiplied by 6 equals 18.
I will present the students with 2 more “equal groups” problems, asking
them to work with the person next to them to solve the problems. We will
continue to fill in charts for these problems.
After working together on the final 2 problems, students will work together
in partners to complete the math journal page. They will be able to draw
pictures and tallies to help solve the problems. I will walk around to assist
students who may need help and also to ensure that students are working
together effectively and staying on task.
We will not go over the answers to the journal page at this time. At 2:30, we
will move on to the clicker assessment, which tests their knowledge of
trade-first subtraction and also equal groups. The assessment is multiple
choice and the students know how to use the clickers.

15 Summary/Closing: So summarize information learned as well as get an

minutes understanding of what might need to still be covered, we will take the last
15 minutes to answer 6 multiple choice or yes/no questions that reflect what
we have been learning. These questions will act as a closing the lesson tool
before the end of the day.

Student Assessment: Students will be assessed informally based on

participation, active listening skills, and cooperation during group work.
Students will be formally assessed based on the results yielded during the
SMARTBoard Clicker Assessment. It will not go into the grade book,
however it will allow me to know what I still need to work with specific
students on and what we can move on from as this unit comes to an end.