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# Multiplication

## EDEL 320 Core Teaching Skills

Kansas State University
Lesson Title: Multiplication
Date Taught: April 28, 2016
Subject: Math
Length of Lesson: 10 minutes
___________________________________________________________________________
DOMAIN: Operations and Algebraic Thinking
CLUSTER: Represent and solve problems involving multiplication and division.
STANDARD: Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
objects in 5 groups of 7 objects each.
MEASURABLE AND ALIGNED LEARNING OBJECTIVES:
Student will be able to solve multiplication problems using array models and grouping.
(Applying)
WHAT SPECIFIC CONTENT WILL BECOME THE FOCUS OF THE DAILY LESSON?
The specific content that will become the main focus in this lesson is to solve
multiplication problems using array models and grouping.
WHY IS IT IMPORTANT FOR THIS AGE LEVEL TO KNOW THIS CONTENT?
EXPLAIN ITS RELEVANCY IN THE CHILDS PERSONAL WORLD.
Students should know how to do multiplication so they can determine the product of any
real world situation where there are X amount of groups with X amount of objects each to
find the total amount of objects.
Students should know this so they have a better understanding of further math concepts.
Students should know how to use array models and grouping so they can visually see
how to solve multiplication problems.
MATERIALS:
Posters with definitions of terms.
White board/Markers.
Fruit Loops.
Worksheet.
POSSIBLE QUESTIONS:
What are the different parts of a multiplication problem? (Beginning, Analyzing)
BEGINNING OF THE LESSON:
The teacher will begin the lesson by asking the students the question WHAT DO YOU
answer and the teacher will write a bulleted list on the white board. The teacher will then explain
repeated addition and give an example. Then the teacher will ask, WHAT ARE THE
DIFFERENT PARTS OF A MULTIPLICATION PROBLEM? (Analyzing) and the

students will explain the different parts. The teacher will show the poster of the definitions of
Factor/Factor Pairs and Products and have a few students read the definitions. The teacher will
then show the students and array model and ask the students what they think it is, and then the
teacher will explain arrays and give the definition, then point out the rows and columns in the
array model and give their definitions. The teacher will draw an example of grouping/sets and
give the definition of these terms and explain and how when this technique is used.
MIDDLE OF THE LESSON:
The teacher will have an example of an array model and a grouping/set example on the
board for the students to refer to. The teacher will pass out Fruit Loops to the students to use as
their variables for practicing these problems. The teacher will give the students various problems
for them to build with their Fruit Loops. (Such as an array models and grouping/set models for 4
x 6, 5 x 3, and 5 x 4) The teacher will write the problem up on the board and have the students
solve it. The teacher will help the students if needed. The teacher will ask a few students to come
up with a problem on their own for the class to solve.
ENDING OF THE LESSON:
The teacher will ask if the students have any questions before they complete an
assignment. If the students have any questions the teacher will answer them. The teacher will
then pass out the Array and Grouping Models Worksheet to each of the students to have them
complete. The students will complete the worksheet and the teacher will help the students if
needed. Once the students are finished with their worksheets, this will conclude the lesson.
SOURCES USED:

Diagram

Sentence

Groupin
g

Multiplication
Sentence

4+4+4=
12

3 groups
of 4

3 x 4 = 12

5+5+5+
5 = 20

2 x 6 = 12

XXXX
XXXX
XXXX

8 x 3 = 24

5 groups
of 3