Camille Grigdesby

Dr. Smith
Concepts of Elementary Math 3303
15 March 2015
Bibliographical Information for the Childrens Literature Book:
Multiplying Menace: The Revenge of Rumpelstiltskin by Pam Calvert, illustration by Wayne Geehan
Mathematical concept(s) for the lesson:
Operations:
Multiplication
Division
Other subject(s) incorporated into this lesson (or follow-up lesson):
Reading
The single grade level where the lesson fits BEST:
3rd
Mathematics TEKS Addressed:
Mathematics:
(4) Number and operations. The student applies mathematical process standards to develop and use
strategies and methods for whole number computations in order to solve problems with efficiency and
accuracy. The student is expected to:
(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division
facts;
(G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit
number by a one-digit number. Strategies may include mental math, partial products, and the
commutative, associative, and distributive properties
(J) determine a quotient using the relationship between multiplication and division; and
(K) solve one-step and two-step problems involving multiplication and division within 100 using
strategies based on objects; pictorial models, including arrays, area models, and equal groups;
properties of operations; or recall of facts.
(5) Algebraic reasoning. The student applies mathematical process standards to analyze and create
patterns and relationships. The student is expected to:
C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as
much as 24;
Other TEKS Addressed:
Reading:
(2) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful
strategies as needed. Students are expected to:
(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to
make and confirm predictions;
(20) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related
texts to communicate ideas and information to specific audiences for specific purposes. Students are
expected to:
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations; and
(iii) contain a concluding statement;
(C) write responses to literary or expository texts that demonstrate an understanding of the text.

NCTM Process Skills addressed:

Number, Operations, & Quantitative Reasoning (Number & Operations)

Camille Grigdesby
Dr. Smith
Concepts of Elementary Math 3303
15 March 2015
Preparation (what pre-requisites will the students need to know; materials needed; organization of
class; etc):
The teacher would have needed to read the first Multiplying Menace book in the series, and also needed
to go over multiplication. For the math activity, students will need to construct in class a multiplying stick
out of construction paper to use during the book reading.
Description of the Lesson (introduction, activity, questions to ask, summarization, etc):
First I would read the book, then I would have students in pairs or groups of 3 go around the room with
their walking sticks to the different multiplication problems posted correlating with the different problems
in the book. As they walk around they would write down their problems and answers, and when they
come back to their seat, they would find the different ways to make that problem. For example, 10 x 4
=40, so now students find multiples of 40. 5 x 8= 40 and 2 x 20= 40.
Description of the Lesson Component where Another Subject(s) is Addressed:
Do a structure involving students pre-write what they think the book will be about, and then after the book
is read have the students write their own story about what would happen if Rumpelstiltskin ever returned
to the kingdom.
Suggested Extensions and Modifications:
For my ESL students I could go over the book with them before I read it in class, and also give them an
outline of the problems that will be posted. It also helps with posting the pictures next to the problems.
Source of the lesson:
http://www.charlesbridge.com/client/client_pdfs/downloadables/MultiplyingMenceeActGuide.pdf
And myself