ESOL 5, 6, 11, 12, 15, 16, 18, 19
Cynthia Murray
September 23, 2010
MAE 4326
Introduction to Multiplication
Lesson Plan
Grade Level: Third Grade
Topic: Understanding Multiplication
Source: Lessons for Teaching Multiplication by Marilyn Burns
Description: In this lesson, students generate products by skip counting using equal groups modeling repeated addition. This is an ongoing unit introducing the concepts of multiplication.
Sunshine State Standards:
MA.3.A.1.1. Model Multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.
TESOL/ESL Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.
Behavioral Objectives: The student will be able to solve single digit multiplication problems presented in context by repeated addition, counting equal groups and skip counting.
Materials:
Book: Amanda Bean’s Amazing Dream: A Mathematical Story by Cindy Neuschwander
5 bags of 20 Counters each
100 small paper plates
10 large paper plates w/magnets on the back for teacher demonstration on the white board.
30 red circles to use for teacher demonstration with paper plates on the white board
18 white boards
18 socks for erasers
18 pencils
18 activity sheets
Vocabulary chart: equal groups, multiply, factors, product. (Includes illustrations.) ESOL/ESE
Preview Vocabulary: (ESOL/ESE introduce words the prior to the lesson)
Equal groups are groups that have the same number of objects. Example: There are 4 groups of 5 in 20.
Multiply is when you combine equal groups. You can multiply to find out how many in all.
Factors are the numbers being multiplied.
Product is the answer you get when you multiply.
Prerequisite knowledge: Knowledge of number patterns that build a foundation for understanding multiples such as skip counting by 2’s, 5’s and 10’s and solving problems that involve repeated addition.
Assess student’s prior knowledge:
Teacher asks students to skip count by 2’s, 5’s and 10’s.
Preview Vocabulary
Teacher introduces new vocabulary terms.
Motivational activity:
Read-aloud: Amanda Bean’s Amazing Dream: A Mathematical Story by Cindy Neuschwander
(ESOL/ESE point to pictures, use gestures) Ask the students to describe their favorite part or parts of the book. Ask the students “What did Amanda like to do? What is a faster way of counting how many in all? So Multiplying is like doing what? (Adding lots of things quickly)
Procedures:
Teacher scaffolds learning. (ESOL/ESE)
I do:
Teacher: Let’s look at the lollipops in the beginning of the book. How can we find out how many lollipops there are in all?? (Counting by ones, grouping)
How could you use grouping and skip counting to figure out how many lollipops there are in the candy store?
How many boxes or groups of lollipops are in the candy store? (5)
Teacher draws 5 boxes on the board. (ESOL/ESE point to each box while counting)
How many lollipops are in each group? (4)
Teacher draws four lollipops in each box. (ESOL/ESE point to each lollipop while counting)
Teacher asks “How many groups of lollipops do we have?” (5)
Teacher writes “5 groups” on the board
Teacher asks “How many lollipops are in each group?” (4)
Teacher writes “of 4”
Teacher says “How many groups of 4 we have? (Students: 5 groups of 4)
Teacher writes a plus sign between each group of 4 and under each group writes the number 4 representing 4+4+4+4+4
Teacher says Yes 5 groups of 4
Now what do we need to do next to figure out how many lollipops there are in all? (various answers leading up to skip counting)
Teacher calls on student to come to the board to model skip counting and pointing.
Teacher says: How many lollipops are there in all? 20
Teacher: Adding 5 groups of 4 lollipops equal 20 lollipops is the same as multiplying 5 x 4 = 20
Teacher says: Now let’s look at the loaves of bread the baker baked.
Teacher asks: How many shelves or groups of bread are in the picture? (2) (ESOL)
Teacher places two paper plates on the white board.
Teacher asks: How many loaves are in each group? (4)
Teacher puts four counters in each paper plate. Teacher explains each counter represents one loaf of bread.
Teacher asks: How many groups of four do we have? (2)
Teacher asks: Now raise your hand if you can tell me how many loaves of bread in all and how you figured out your answer? (8)
Teacher asks: You are right it is 8. How did you get the answer? Some will say the added 4+4 so teacher puts a plus sign between the two paper plates. Students are lead to skip counting.
We do:
Next, the teacher repeats this method of questioning with more pictures from the story : 3 shelves of cakes with 3 cakes on each shelf; 2 pickles in 5 jars, but during these problems the students solve the problems along with the teacher using their paper plates and counters. During instruction the teacher is observing for understanding.
You do:
Now the teacher poses another picture from the story but for these problems the students will be asked to come to the white board to demonstrate and explain their understanding of how to solve the problems with paper plates and counters.
Closure:
Small Group Activity: Students will be grouped heterogeneously in pairs to complete two problems from a work sheet. Students will model equal groups by putting the same number of counters on each paper plate. Then the students will write the repeated addition problem and skip counting to find the total number in all. ESOL
Assessment:
Teacher asks: If Cici had 4 bags with 3 cookies in each bag. How could you use grouping, repeated addition and skip counting to figure out how many cookies Cici would have in all? (Write on the board “Cici has 4 bags with 3 cookies in each bag. How many cookies does Cici have in all?) Show me how you would solve the problem by using the strategies we learned today in your math notebook. (grouping) Assess student’s mastery of repeated addition, counting equal groups and skip counting through their use of the strategies used to solve the problem in their math notebook.
Extension:
Students will be introduced to the game circles and stars to practice the concepts introduced in this lesson.
ESE/ESOL: ESOL/ESE modifications working in pairs, build background knowledge, and preview vocabulary. Use verbal strategies that will help these students, speak at a slower rate, pronounce words normally, use appropriate tone of voice, and use high frequency, consistent words and phrases. English language learners at all levels of language acquisition will benefit from working collaboratively in pairs or small groups; the use of pictures to illustrate new words; and the use of drawings to identify concepts and relationships; and art to transcend the language barrier. Use these strategies when administering assessments to English language learners and ESE students, allow students to restate their understanding of directions, in their own words; allow extra time to complete assessments; or provide a bilingual dictionary. Follow specific IEP accommodations and modifications for ESE students based on their specific need or disability.
References:
Burns, M. (2001). Lessons for Introducing Multiplication. Sausalito: Math Solutions.
Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & B, E. S. (1999). Children's Mathematics: Cognitively Guided Instruction. Portsmouth: Heinemann.
Neuschwander, C. (1998). Amanda Bean's Amazing Dream: A Mathematical Story. New York: Scholastic Press.
Van De Walle, J., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and Middle School Mathematics: Teaching Developmentally. Boston: Allyn & Bacon.