Lesson Plan for Benton Week 3

Katie G, Emma C, Amber R, and Sam G

Task (as shown to students, include any diagrams if applicable)
Multiplication Grid Game
Task Learning Goals
CCSS.Math.Content.4.OA.A.1 Interpret a multiplication equation as a comparison, e.g.,
interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many
as 5. Represent verbal statements of multiplicative comparisons as multiplication
equations.
Students will have an understanding of area concepts from multiplication facts (4X4)
Be able to recall multiplication facts and explain their thinking
Rationale for Choosing Task
Fun way to practice basic multiplication facts as well as test their knowledge of area
concepts
Materials Needed
10, 8x11 poster boards with grids
four different colored highlighters for each student and one sharpie to write the number
sentence on the boxes on the poster
Random number generator (0-10)
Procedures (Detailed)
Students will walk in and sit down as a group around the table
Emma, Katie, Sam and Amber will give each child a different colored highligher and a
pen and explain the following directions, written on a poster:
The student with the birthday closest to today goes first, then the order continues
clockwise
On your turn, randomly select 2 numbers using the random number generator
and draw a box on the graph paper with these dimensions written out inside of
the box (i.e. if student selects a 2 and a 4, they will draw a 2x4 box anywhere on
the paper and write "2x4=" in pen)
Before the student can color in the box, they must answer the multiplication
problem they just drew on the sheet and write it at the end of their number
sentence in pen, then shade in their box with their respectable colored highlighter
if they answer correctly (aka: the area of the box; "2x4=8")
If the student answers the problem incorrectly, they are not able to shade in the
box, but the box still remains drawn on the grid with the empty number sentence
written in pen (i.e. if the problem was solved incorrectly, it would remain drawn
with "2x4=" written inside of the box)
The next student repeats this process of selecting their 2 numbers, drawing the
box, and answering the problem in order to shade or they may choose to "steal"
someone else's box that hasn't been shaded in (i.e. if the person before them
wasn't able to answer their multiplication problem correctly, the next student can
forego rolling the die and try to answer that multiplication problem and shade it in
with their color)

After each students' turn, they will record a running total of the boxes shaded on
a separate sheet of paper. This way they are practicing addition along with
multiplicaiton throughout the game
Students repeat this process until the entire board is as full as possible
If, towards the end, students are unable to draw a box with the
dimensions they draw due to lack of remaining space, they lose this turn
and may not select numbers again for that turn
Once the board is filled, the student who has the most of the board shaded in
with their color wins (i.e. the largest running total they have added up on their
separate sheet)
Anticipated Student Solution Strategies
Students will be able to solve simple multiplication problems by skip counting or
memorization of multiplication facts
If students are struggling with multiplication facts, they can individually count the small
sqauares within their larger square to come up with the same answer as if they had
multiplied
Possible Student Misconceptions
Students may have difficulty with high numbered multiplication problems
They may not understand how to create an area with two numbers
Students may confuse multiplication with addition or other operations
Extension Problem(s)
We can continue the game by having our students think of alternative ways to represent
the product of the number they receive from the random number generator. If a student
realizes that 4x4=16, we can ask them what other ways we can represent the area of
that product. We can talk about a 4x4 box, but also extend the conversation by talking
about what a 8x2 box would represent. Is that the same number? Why? This strategy
will not work with all numbers, but will get students thinking about number sense and the
area the product represents.
We can continue the game, this time creating "number sentences" to go along with the
number they randomly select (ie: I select a 3 and a 6, so my number sentence would be:
I have 3 packages of cookies, each containing 6 cookies. How many cookies do I have
total?)

HOW TO PLAY
Person with the closest birthday goes first, and then
clockwise after that
On your turn

o Select 2 numbers using the random number generator

on the iPad, these 2 numbers will be the dimensions of
your box
o Draw your box on the graph paper and write the
dimensions inside of the box in equation form.
o Solve the multiplication equation you wrote down and
write it at the end of the your number sentence
o If the answer is correct, you get to shade in your box
with your highlighter
o If someone answers their number sentence incorrectly,
then the box is not shaded in. The next person can roll the
dice and draw their own box or try to steal the unshaded
box by answering the number sentence that is already
written.
Keep taking turns until the board is as full as possible
If you cant draw the box with the dimension you have
because there isnt enough space, you lose your turn and
it goes to the next person
Once the board is filled, the person will the most boxes
shaded in with their color on the board wins.