Multiplying by Five and Ten: Take Your Pick

Multiplying by Five and Ten: Take Your Pick

Multiplying by Five and Ten: Take Your Pick

Day 1 Content Development

Title: Take Your Pick
Day One: Content Development / Grade Level:
4th-5th / Resources for Lesson:
High Yield Routines:
Origo Fundamentals:Green Level
Lesson: Students use their knowledge of place value to multiply by five and ten. (Students are encouraged to multiply by 10 first and halve the product) / Guiding (Focus) Question:
How can I use my understanding of place value to multiply numbers by five and ten?
Unit Learning Targets: Students will use their understanding of place value to multiply numbers by five and ten.
Success Criteria: I can multiply numbers by five and ten and develop and share the strategies I used with my partner and the class.
Mathematical Practices
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning
/ Content Standards (Clusters)
3.OA.A Represent and solve problems involving multiplication and division.
3.OA.B Understand properties of multiplication and the relationship between multiplication and division....
3.OA.C Multiply and divide within 100. / Time for Lesson:
Warm up-10 minutes
Content Development-10 minutes
Game-30 minutes: Take Your Pick
Reflection-10 minutes
Content Objectives:
(Student Friendly)
I can use strategies to mentally multiply numbers by five and ten. / Language Objectives:
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
I can discuss my product and claim a space on the game board.
I can share my strategies for multiplying single digit numbers by five and ten.
Key Vocabulary
Multiply
Divide
Multiple
Place value
Strategy
Hundreds chart
Multiplication Chart / Lesson Supports
Multiplication Chart / Materials:
For each pair
  • Take Your Pick Game board
  • 1 set of numeral tokens
  • 1 number cube with the numerals 5,5,5,10,10,10
For each player
  • 15 transparent counters (different color for each player)

Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
2. I speak and listen well to others. / Strategies to develop leadership skills:
Students will be working in pairs to play the game. Grouping strategies should be carefully used to allow students the best opportunity for learning and language development.
Warm Up: (10 Minutes)
High Yield Routines (Empty Number Line)
  • Have students use an empty number line to show the problem 18x5. Students to discuss what 18x5 means and represents, and then to show it on a number line.
  • Allow groups of students to share their thinking

Content Development: (10 minutes)
  1. Discuss with students other ways that they might calculate 18x5. Examples could be 20x5 or using the distributive property to multiply (10x5)+(8x5)
  2. If students do not mention it, model the strategy of multiplying by 10 and then halving the product. This means that 18x5 is the same as 18x10 divided by 2.
  3. Possibly practice this strategy with a few more problems.
/ Notes:
I do, We do, You do
MODEL the strategy!
Game Activity: (30 minutes)
  1. Explain the rules of the game to students.
  2. The goal is to get as many counters on the game board as possible
  3. Tokens are placed face up and the first player selects a token and rolls the number cube
  4. This player multiplies the numbers mentally and claims the answer on the game board.
  5. The next player has a turn.
  6. The player with the most counters on the game board after 10 rounds is the winner.
  7. During the game use effective questioning. Point to an open space on the board and ask “What token should you pick to give yourself a chance of covering that number? How do you know?”
/ Could use variations like 4 in a row, 4 corners, etc.
Beans could also be used at home
Reflection:
  1. How do you decide to multiply the number by 10 or 5?
  2. Where can I place a counter if I pick 14…24…36?
  3. If I needed to cover 180 to win which token would I need to pick?
/ Review and Assessment:
The game can be extended by making a gameboard like the one on pg. 53 and using numbers 13,15,17,21,25,29,32,35,38,41,45,49
Home School Connection
Send the game board home along with a set of numeral for students to play with their family. Also send the rules page home for the parents in English/Spanish / Materials to Send Home:
Game board, numeral tokens, counters (or beans can be used at home)

Multiplying by Five and Ten

Day Two: Problem Solving-Markers in Boxes

Title: Markers in Boxes Multiplication
Day Two: Problem Solving / Grade Level:
4th-5th / Resources for Lesson:
High Yield Routines:
Illustrative Math Task: Markers in Boxes (How many groups?)
Lesson: Compare two problems that have different interpretations of division. (How many groups, and how many in each group) / Guiding (Focus) Question:
How can I decide how two word problems are similar and different?
Unit Learning Targets: Students will analyze two problems that have different interpretations and solve the problems by showing their solution strategies.
Success Criteria: I can work as a team to analyze word problems and decide how to solve the problems. I can discuss and describe my reasoning using words and pictures. I can share how the problems are similar and different.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning / Content Standards
3.OA.A Represent and solve problems involving multiplication and division.
3.OA.B Understand properties of multiplication and the relationship between multiplication and division....
3.OA.C Multiply and divide within 100. / Time for Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Problem Solving: 20 Minutes
Reflection: 10 Minutes
Content Objectives:
(Student Friendly)
I can discuss, solve, and explain how the two problems are similar and different. / Language Objectives:
(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
I can work with my team to discuss and record our thinking and reasoning for the two problems in the task.
Key Vocabulary
Analyze
Multiplication
Strategy
Division
Similar
Different / Lesson Supports
This use of tape diagrams (models) can be very helpful in pulling information out of word problems. / Materials:
  • Markers in Boxes
  • Colored pencils
  • Chart paper
  • Markers

Student Engagement: Leadership
How will this lesson develop leadership skills for our migrant students?
6. I am a problem-solver and critical thinker. / Strategies to develop leadership skills:
  • Small group work
  • Collaboration
  • Think, pair, share
  • Elbow partners

Warm Up: (High Yield Routines) (10 Minutes)
Quick Images- Routine from High Yield Routines
  1. Show some quick images (dot arrangement) to get students thinking and sharing their thinking. Flash the image for a short time to the class to get them thinking. Next, have students explain how they saw it. Did they see 4x4 or 4 groups of 4, or do students explain 4+4+4+4.
  2. Practice with a few different arrangements.

Content Development:
  1. Read the “task” to the students and generate a discussion on how the problems are similar and how they are different from each other.
  2. What is happening in the two scenarios?
  3. Give directions to groups that we want to know how many markers Presley should put in each box, and how many boxes Anthony should fill with markers. Show your work!
/ Notes:
Problem Solving Activity:
  1. Students work in small groups to solve the problems and show their thinking.
  2. Did all groups do the problems the same?

Reflection:
  1. Have groups share their work and explain their reasoning for each question.
  2. Students can practice designing story problems to match the “How many groups?” and “How many in each group?”
  3. Discuss the solutions
/ Review and Assessment:
Home School Connection
Students Continue to play the game at home with their family. Parents can sign the home school connection page and send it back to school along with the game board and numeral tokens. / Materials to Send Home:
Students will be using game boards made from heavy paper and the numeral tokens are on card stock!

Migrant Math SupportsWashington MEP 7/16/2014

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