Sandra Smith Spring 2008 K 8 Math Title How can we see multiplication 3rd Grade Objective Given a partner activity with several types of manipulatives students will be able to represent solutions to story problems involving multiplication GLE 1 1 5 Understand the meaning of multiplication and division of whole numbers EX Illustrate multiplication and division using words pictures models and or numbers Background Van de Walle p 229 fig 13 14 Materials Several kinds of math manipulatives felt boards and counters interlocking cubes marbles animals poker chips coffee stirrers beans etc Stackable cups Math Journals Document Camera or overhead projector Room Arrangement Students will be in groups of 4 5 as usual during the introduction to the activity They will work in assigned pairs with the roles of President and Rockstar during the partner activity and they may move to different areas of the room Procedures Phase 1 Introduction Time 8 minutes Today we ll be using different math manipulatives to help us figure out some story problems Student remind us what it means to represent a problem student may refer to her or his math journal or the classroom poster representing is using pictures manipulatives numbers or words to help us think about a problem You will be working in partners this morning to explore different ways of representing multiplication Presidents will get materials today pick up a stack of cups and one bag each of four different kinds of counters beans marbles poker chips coffee stirrirs unifix cubes etc Rockstars will be facilitators making sure both partners record their thinking in their math journals There are three story problems projected on the screen to get you started Your job is to use one or more of the sets of counters to represent this problem to show what it means After you set up your representation draw it in your math journal and write it out as a number sentence Phase 2 Partner Activity Time 20 minutes Go ahead and work through the next few problems with your partner If you finish before our time is up challenge each other with new problems After partners work for about 8 10 minutes I will say Let s get a pair of people up here to show us a couple of the strategies they used bring up one or two pairs to show different strategies for representing and recording the problem All right you have about 8 more minutes to pose and represent a few more problems with your partners Phase 3 Class Discussion Time 8 minutes Brief class discussion focused on 2 questions What did you find out about how we can see multiplication How did you use manipulatives to represent multiplication story problems Phase 4 Journal Writing Time 5 minutes Calculation question Mrs Figg had 6 cats and each cat had 8 kittens How many kittens were there Use pictures and a number sentence to show your thinking Thinking question How can you use manipulatives or drawings to represent multiplication Questions to project Frank brought 3 boxes of popsicles to share with his class each box had 12 popsicles How many popsicles were there There were 24 students in Mr Flitwick s class and each student had 4 pens How many pens did the class have Challenge Question Aunt Marge had 6 dogs and each dog needed 2 cups of food every day How many cups of food did the dogs eat in a week In a month Postassessment Calculation question Mrs Figg had 6 cats and each cat had 8 kittens How many kittens were there Use pictures and a number sentence to show your thinking Thinking question How can you use manipulatives or drawings to represent multiplication
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