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100s.
[CCSS.MATH.CONTENT.2.OA.C.3] Determine whether a group of objects (up to 20) has an
odd or even number of members, e.g., by pairing objects or counting them by 2s; write an
equation to express an even number as a sum of two equal addends.
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c. Students will build their knowledge on multiplication by learning that multiplication is similar to
repeated addition and that multiplication is the basic foundation of division. Students will see
how and why 5x7 and 7x5 are different of question even though they have the same solution.
Consideration for Designing the Unit (Findings from your research)
Curriculum that our group used was a resource from a textbook in the education book collection
in the DePaul Lincoln Park library.
The section used in the book was a chapter on teaching introduction to multiplication.
Article: Teaching for Mastery of Multiplication
Any memory of multiplication for us was memorization. But according to the National Council of
Teachers of Mathematics (NCTM) memorization is not fluency. The book Principles and Standards for
School Mathematics states, Developing fluency requires a balance and connection between conceptual
understanding and computational proficiency. Fluency in multiplication is defined as possessing a
deeper understanding and being able to apply what has been learned. While learning and teaching
multiplication can seem tedious children need to learn and master multiplication or they will be at a
mathematical disadvantage that can hinder mathematical success in the future. The teaching method that
should be used is the introduction to all of the multiplications teaching the easiest ones first and moving
to those that may be difficult. Once all the multiplications have been covered teaching should consist of
multiplication applications and problem solving. The mastery of multiplications will no longer come
simply from memorization but must establish a deeper connection.
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will also learn about the Commutative Property of Multiplication. Through various activities,
students will see that the two factors can be multiplied in any order and still come out with the
same product.
The third section focuses on multiplying by 2. Now that students have learned the basic
foundational concepts of multiplication, they are ready to learn how to multiply numbers. In
lesson 3 students will learn different ways to multiply when 2 is a factor.
The forth section focuses on multiplying with 5. Students will learn different ways to
multiply when 5 is a factor. The fifth section focuses on multiplying by 10. Students will learn to
find the product, when one of the factors is a 5.
# of lesson periods
Modeling Multiplication
ex. 2 + 2+ 2 +2 +2= 2 x 5
1 x 60 min.
Understand that multiplication is similar to repeated
addition.
Learn about the multiplication symbol and how to
write a multiplication sentence.
2 (Sarah)
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4 (Cathy)
5 (Yvonne)
2 x 60 min.
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Lesson 2: Vivian
Pepperoni Pizzas
Goals of the Lesson:
a. [CCSS.MATH.CONTENT.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.
b. For students to extend their prior knowledge and understand multiplication as repeated
addition.
c. For students to understand numerical representations in a written algorithm expressed by
verbal and visual form.
Flow of the lesson based on teaching through problem solving
Steps, Learning Activities
Teachers Questions and Expected Student
Reactions
Teachers Support
Points of
Evaluation
1. Introduction
Find the total number of eggs. Then write an
addition equation to express the total of eggs in
the carton.
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(2+2+2+2+2+2=12; 6+6=12)
This serves as a quick review from what students
learned in second grade.
CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of object
arranged in rectangular arrays with up to 5 rows
and up to 5 columns; write an equation to
express the total as a sum of equal addends.
2. Posing the Task
Show me a
thumbs up if you
understand what to
do.
Are there any
Students will
display thumbs
up if they
understand their
task, a thumb in
the middle if
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States License.
additional
questions?
The purpose of
this lesson is for
students to see
and understand
how
multiplication is
just repeated
addition.
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represents.
If students finish
early, I will instruct
them to develop a
different algorithm
different from the
first algorithm they
came up with.
The teacher will
select students who
finished early to go
to the board and
display the various
methods used.
Ideas to focus on
during the
discussion are the
various algorithms
the students use to
represent the
image. Then
students will be
shown despite the
various methods of
solution, the
methods will result
in the same answer
by simplifying the
equation. This will
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also display a
method to check
their work.
questions they
ask
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10
a)
b)
c)
d)
Evaluation
Did students understand how to write an algorithm to represent the images represented?
Did students understand what the numbers and operation symbols represent in the algorithm?
Was there enough time for students to investigate the problem and develop a solution?
How many students were able to understand the problem and methods of solutions they used?
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11
e) How comfortable were students using numbers and operation symbols to represent their
understanding?
Lesson 2: Sarah
An example of lesson plan format for teaching through problem solving (TTP)
Goals of the Lesson:
a) [CCSS.MATH.CONTENT.3.OA.A.3] Use multiplication and division within 100 to solve
word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.
b) For students to model and use multiplication to solve word problems in situations involving
arrays.
c) For students to know and understand the Commutative Property of Multiplication.
d) For students to appreciate the usefulness of multiplication and its efficiency.
***This lesson is anticipated to take about 2-3 days to complete.
Flow of the lesson based on teaching through problem solving
Steps, Learning Activities
Teachers Questions and Expected Student Reactions
1. Introduction
In the previous lesson, students learned about how
multiplication is similar to repeated addition. Instead of
adding all the numbers up, students can use multiplication
to efficiently solve for the solution. They also learned
about the multiplication symbol and how to properly
write a multiplication sentence.
For part two of the introduction, I will present the
students with a story problem.
Problem: Jenny collects flags from different states.
She has her flags hung up on a wall in her room. How
many flags are on her wall?
Teachers Support
Points of
Evaluation
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Part 2:
After we go over part 2, I will present the students with
another question in regards to the same problem.
Jenny wants to change the layout of the flags, so she turns
it around. Does the total number of flags change? Why or
why not? Write a math sentence that represents the new
design to support your answer.
Part 2:
If the students are having a
difficult time writing the number
sentence then I will ask them a
couple of questions to get them
thinking.
How many rows do you see?
How many flags are in each
row?
How many flags are there
altogether?
Part 2:
Write a
multiplication
sentence that
correlates with the
array
Able to identify
the number of
rows and the
number of flags in
each row
Understand the
commutative
property of
multiplication.
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14
similar.
Commutative Property of Multiplication: When
multiplying factors, the order in which you multiply the
factors does not change the product.
If I change the order of the factors it does not change the
product.
Example: 4 x 5 = 20 and 5 x 4 = 20
**Mention how if I use 4 x 5 = 20 it means that I have
four rows with 5 flags in each row. If I use 5 x 4 = 20 it
means I have 5 rows with 4 flags in each row.
Give students example:
Will 3 x 5 give me the same product as 5 x 3?
Will 6 x 7 give me the same product as 7 x 6?
Will 5 x 3 give me the same product as 5 x 4? Why?
I will be looking for students to say because they do not
have the same factors. In order for the commutative
property of multiplication
2. Posing the Task
Students will be given a total of 24 m&ms. They will be
asked to come up with as many arrays and write a
multiplication sentence for each array. They must use all
24 m&ms.
I will give them a worksheet to draw and write each array
and multiplication sentence they come up with.
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something we need
to work on more.
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If I see an a multiplication
sentence that does not correlate
with the array they have, I will
ask them various questions so
that they notice this mistake as
well.
multiplication
sentence based on
the array they see?
Writing a multiplication
sentence
Drawing an array using the
given number of objects
Writing a multiplication
sentence that correlates with the
array
Notice factors
Commutative Property of
Multiplication
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5. Summing up
Today we learned about how to use multiplication to
solve for the total number of objects in an array. We know
how to formulate a multiplication sentence using the
information we found from looking at the array. We
learned about the Commutative Property of Multiplication
and how the order in which you multiply the factors does
not matter because you get the same answer.
Evaluation
a) Do students know and understand what an array is?
b) Are students able to see the relationship between the array and multiplication
sentence?
c) Were students able to write an algorithm that correctly represents the array?
d) Were students given enough time to explore the problem and come up with multiple
solutions?
e) Are the students comfortable with writing a multiplication sentence for each array?
How comfortable?
Lesson 3: Adelaida
Goals of the Lesson:
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Teachers
Support
Points of
Evaluation
Students see
the 5 and 0
pattern from
the sequence.
They should
also realize that
the numbers
are increasing
by.
In this hundreds
chart, we see that
numbers on the
washing line are
highlighted
yellow. What
other numbers
would be also
highlighted?
Students say
any numbers
with 0 or 5
tenths or any
numbers that
are vertical
from the
highlighted
box could be
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d. Pass out a sheet that has a blank circle and tell students
to make a clock. Tell them to write the numbers 12 and 6 in
the outlier of the middle in the clock first and go on from
there. If students have hard time remembering the hour
hand, tell them they can also write down 3 and 9 first to
give them a better image of the clock.
e. Once students are done writing down the numbers on
their clock, pass out the chart that has numbers written
down along with empty minute box. Students are to write
the minutes according the number that the minute hand is
pointing to.
Now, were
going to
change our
gear just a little
bit and make a
clock. Dont
look at any
clocks in the
room and try to
make your own
clock with the
sheet of paper I
just passed
out.
highlighted.
Students can
explain that
any numbers if
0 or 5 at the
end could be
highlighted.
Students can
draw the hour
hand of the
clock
accurately.
Students can
write down
correct minutes
according to
each number in
the box.
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Once you are done with the problem, solve 9x6 using your prior
knowledge on multiplication of 5.
Were students
able to
understand that
even if they
grouped the
circle
differently
(horizontally or
vertically),
they would still
get the same
answer?
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R4:
R5: 4x5=20
5. Summing up
Today, we learned that there is a sequence in the
multiplication of 5. To find the solution, we need to add 5
continuously. We also know that any number that ends with
0 or 5 can be dividend by 5.
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Evaluation
a. Did students understand that multiplication is a sequence of numbers?
b. Did students understand that that clock is a representation of multiplication of 5?
c. Did students understand any number that ends with 0 or 5 could be dividend by 5?
d. How many students were able to understand the problem and methods of solutions they used?
e. How comfortable were students using numbers and operation symbols to represent their
understanding ?
Lesson 4: Cathy
Goals of the Lesson:
a) [CCSS.MATH.CONTENT.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.
Teachers Support
Points of Evaluation
2+2+2=
2x3
Part One:
Part One:
Students should
recognize that it is
repeated addition.
They should be able to
identify that this is the
2s multiplication.
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2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
2+2+2+2+2=
2+2=
2+2+2+2+2+2+2+2+2+2+2+2=
2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2=
2+2+2+2=
2=
2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=2=
2x5
2x2
2 x 12
2x6
2x9
2x4
2x1
2x7
2 x 10
2x8
2 x 11
Students should be
brainstorming ideas:
array, repeated
addition, drawings.
Students should
mention the following:
repe
ated addition
arra
y
draw
ing (possibly)
Part Two:
Before moving forward we will complete one row of
the Multiplication Strategy Review Sheet
https://www.pinterest.com/pin/514958538615572642/
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If there is a
disconnection in any
section I will be able
to see which students
need additional help in
a certain area.
Part Three:
Part Three:
Students will watch the following video:
https://www.youtube.com/watch?v=PE_oUqJ41oI
Part Three:
Classroom will all be
singing.
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Students will be
learning from their
peers.
Students will be able
to question and
comment the work
their peers show.
5. Summing up
1.
2.
3.
4.
5.
6.
7.
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8.
9.
10.
11.
12.
2=
2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=2=
2x1
2x7
2 x 10
2x8
2 x 11
Student Summary:
Evaluation
1.
2.
3.
4.
5.
Lesson 5- Yvonne
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1. Introduction
Students will review the
different ways to solve a onedigit multiplication problem
using addition, arrays and the
different methods for multiples
of five and two.
Students will also go over the
multiple of 1, as it will lead
them into the main lesson of
multiple of 10.
Teachers Support
Points of Evaluation
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3. Anticipated Student
Responses
If students are not familiar with
multiplying, they might add the
numbers straight down from
the problem.
-R1: 10 x 7=
7+7+7+7+7+7+7+7+7+7
[correct]
I added the number 7 ten times.
- R2: 10 x 7= 170 (incorrect)
I put a zero after putting the
other numbers.
4. Comparing and
Discussing
I will have the students share
their method depending on how
they have solved the problem. I
will have one student from
each method taught to share
their solution methods.
I will also share one problem
that is incorrect so that the
students can discuss why the
solution is incorrect.
5. Summing up
I will summarize the main idea
of the lesson by discussing the
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Evaluation
1. Do students understand the different methods of solving a multiplication of 10s problem?
2. Do students understand the information given in the world problem?
3. Are students using a method learned for the multiplication of 10?
4. Were students giving an accurate explanation of their solution?
5. Do students have the right answer?
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