Lora Kelly Math Lesson Plan Goals: Students will be able to (as per Investigations, session 3.

1) Identify all the factors of 100 Use the knowledge of the factors of 100 to find factors and multiples of 100, as well as 200 and 300 Find the multiples of a number by skip counting, using connecting cubes or color tiles, and Factor Pairs of 100, 200, and 300 charts Standards: Common Core Standards (math) o CC.2.2.4.A.2 Develop and/or apply number theory concepts to find factors and multiples o CC.2.2.4.A.4 Generate and analyze patterns using rules Pennsylvania State Academic Standards (math) o 2.1.4.E Apply factors and multiples to represent larger numbers in various ways o 2.5.4.B Use appropriate mathematical vocabulary, graphs, and symbols when explaining how to solve a problem Materials and Preparation: Student Activity Book, pages 27-31 Students math notebooks and pencils Connecting cubes or color tiles White board and markers Charts: Factor Pairs of 100, Factor Pairs of 200, Factor Pairs of 300 Lesson Plan Ten-Minute Math (10 minutes) o Students will be asked to write several equations to find the total number of dots that is depicted with quick images o The students will be shown the image 3 times: the first 2 viewings, the students will have 3 seconds to look at the pattern- giving time between viewings to allow students to formulate equations The third viewing will be left for the students to see o Two or three students will be asked to explain how they saw the image and the equations they have written down Emphasis will be placed on the relation of numbers to the image Counting around the class (15 minutes) o Students will be asked to count by a certain number (6), with each student saying the next multiple in the sequence o Because the group is comprised of 3 or 4 students, we will go around the circle four times
Comment [2]: I know this is in the curriculum, but what is your purpose here in your lesson? What do you want students to be able to see in the image? Can you connect this to multiplicative thinking and what you want them to understand about factors or multiplicative relationships? How will you record the relationships that they see?

Comment [1]: I can see why you have included this, but it really isn't the primary goal and its not what this standard is really about.

Comment [3]: Again, why this activity? You don't talk about either of these activities in your narrative. Why have you chosen them and what do you want students to get out of them? What's the residue you want them to come away with? Will it help them to be successful in the next part? For example, asking will we land on 100? 200? 300? How do you know? would be good questions to help them use this strategy of skip counting in the next section.

Lora Kelly Math Lesson Plan Students will be asked to estimate the number that they end on (either 72 or 96)- each estimate will be recorded If we count around the group by 6s and everyone say s four numbers, what number will we end up on? o After the count has begun, we will stop when one student says 36 How many students have counted so far? What multiplication combinations do you know that can help you figure this out? o Finish going around the group 4 times and compare the final number to the initial estimates Warm Up (25 minutes) o Finding different ways to make $1.00 Each of the students will be given a bag with a varying amount of coins The different bags will be: o (1) 6 quarters o (2) 12 dimes o (3) 25 nickels o (4) 110 pennies The students will be asked to independently find one way to make $1.00 from the coins in their bags We will then come together as a small group and discuss how each student knew the combination worked o How did you know your combination worked? o What strategy(ies) did you use to find the combination? Once weve discussed each of the combinations with like coins, we will discuss how we can use different coin combinations to make $1.00 o How can we use our previous combinations to help us with the new ones? o How do we know weve found each of the possible combinations? Finding the factors of 100 (10 minutes) o Students will be asked to work on finding all of the factors of 100 and record their findings on Student Activity Book page 27 Students can use dry erase boards, color tiles, or Four 100 Charts How can we use our strategies for finding combinations to make $1.00 to help us find factors of 100? Think about what factors you already know you can multiply to get a product of 100. How can you use what we already have here to help us find another factor pair? What numbers do you know that cant possibly be factors of 100?

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Lora Kelly Math Lesson Plan When are you sure you have all the factors? Discussion (20 minutes) o Students will be called on to name factors of 100 Responses will be recorded on a white board Think about: How can you split up a dollar evenly? o Students will then be asked to share the methods they used to find the factors Responses may include skip counting, dividing 100 into equal groups, making arrays, or thinking about money o Touching points: How do you know that 20 is a factor? What numbers did you try that didnt work? How do you know that [said number] didnt work? Did anyone try 49? Could it work? Why or why not? Do we have all the factors of 100 on our list? Is there a way that we could organize the list to make it easier to see whether we have them all? Follow-up activity (15 minutes) o What are some factors of 200? 300? Student Activity Book pages 28-29 How can we use the factors of 100 to help us find the factors of 200 and 300? i.e., such as doubling or halving? How can we use an array showing one pair of factors of a number to help us find other pairs of factors for that number? Are there numbers that we can eliminate? Numbers that cant possibly be factors of 200 or 300.

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Assessment: Informal (100): o Are students trying numbers randomly, or are they choosing numbers on the basis of known relationships between those numbers and 100? Will students jump from 50 to 10? Or will students progress from lower, common factors like 2? o Are students using what they know about one factor of 100 to make conjectures about a related factor? o Do students use reason about number relationships to determine that some numbers cannot be factors of 100? Informal (200, 300): o Are students using one factor they know to find its paired factor? i.e., Knowing 25 is a factor of 200 and counting by 25s o Are students using what they know about factors of 100 to make conjectures about factors of 200 and 300? o What representations do students use to help them find the factors of 200 and 300? Do they skip count? If they are using other representations, do they need to model them or can they visualize them?

Lora Kelly Math Lesson Plan Formal: o Student Activity Book pages 30-31: see attached Can students work independently to complete the worksheets?

Classroom Arrangement: The students will meet with me at a table in the library because it will be a quiet place with few distractions. Although Investigations intends this lesson to be done individually after whole-group instruction, this group of students will be working together with norms in place that promote the explaining and sharing of strategies. Materials, such as notebooks and pencils, will be brought over by students. I will have the colored tiles and dry erase boards with me until the instructions are given and students are ready to use the manipulatives. Management: o If students are speaking over one another, I will remind them to write their ideas down until it is their turn to share o Because it is a small group, all students will be actively engaged as I will be sure to call on each of them a few times throughout the lesson, while also taking volunteers Accommodations: Because these students have been observed as having difficulty with the material, most all individual work will be done within the small group together o Students will work together to complete necessary tasks, and will have the ability to use one anothers strategies o All students will be given the tasks with each set of manipulatives to use as they so choose Although not listed in necessary materials for the lesson from Investigations, the students will be given dry erase boards o The boards will allow students to draw arrays or record answers as needed Anticipating Student Responses: If students believe they are done before having found all of the factors of 100, I will encourage them to keep looking o I will help students find factors of 100 by having them think about money How can you split up a dollar evenly? What multiplication equations can you write to show how you would split up one dollar? As students will be working together to complete assigned tasks, there will be little room for any one student to fall behind the others o This group of students is accustomed to working together and has an understanding of sharing strategies with one another It seems like you are lumping working together with sharing strategies. Sharing strategies implies that students have worked it out on their own and are then explaining their

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Lora Kelly Math Lesson Plan thinking. How will you ensure that each child engages fully with the math and the problem while they are working together? This is a good start, but your lesson plan needs more work in the following areas: 1) core decisions. You need much more detail about what you are teaching (what students are learning) in this lesson and how it relates to big ideas of multiplicative thinking and other course ideas. What are your goals in terms of mathematical practices? Also why you have chosen the different activities (including the ten minute math and quick images) and the manipulatives and representations. This narrative should explain the thinking then went in to your lesson planning around your mathematical and pedagogical goals.* 2) Lesson structure--how does this hang together as a lesson around you rmath goals? There are several different parts to this and that can be hard to manage-- I would suggest focusing in more and using the 3 part lesson structure. What do you need to introduce in the launch to bring out prior knowledge and help students be successful when working independently on finding factors of 100, 200 and 300? How can you bring students back together to reflect on and communicate about the important ideas? I think once you get clear on the mathematical goals-- and your own understanding of those goals--this will be easier to frame and focus *Looking at the Core Decisions on the sample lesson plans on Canvas might help if you haven't done so already.

Lora Kelly Math Lesson Plan Assessment Checklist

Does the student try numbers randomly, or is he/she choosing numbers on the basis of known relationships between those numbers and 100? Does the student use reason about number relationships to determine that some numbers cannot be factors of 100? Is the student using one factor he/she knows to find its pair? Exp. knowing that 25 is a factor of 200 and counting by 25s to find other factors Is the student able to find all of the factors of 100, 200, and 300? Is the student using what he/she knows about factors of 100 to make conjectures about factors of 200 and 300? Is the student able to successfully complete the follow-up worksheets (pgs. 30-31)? What strategies are he/he using?
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Robbin

Destini

Dilon

Miles