Teacher Candidate: Erica Shuler Grade: 2nd grade

Subject/EEDA/SSCA: Math Date and Time of Lesson: 1/1/2013

Learning Objective: While exploring an interactive frog activity, second graders will break multiplication problems into groups and solve using addition. Students will also be able to record their answers in a rectangular array with up to 5 rows and 5 columns. Developmental Appropriateness: Students have an understanding of the addition process. Students have recently been introduced to the concept of multiplication; however, many students are unclear on how to solve multiplication problems higher than sequences with (2x). Assessment(s) of the Objectives: Students will be pre-assessed with prompting questions given by the teacher. Teacher observation will determine the students understandings of the concept being introduced. Students will be given a Lily Pad Multiplication one-page sheet to record answers to the problems worked out, as a class, during the lesson. Students will be given frog and lily pad cutouts as counters and asked to display the same process with these counters as the teacher displays the problem on the smart board. The teachers will pause and observe the class throughout the lesson to evaluate student strategies and meaning with regard to multiplication through addition. Students will act out the problems by pretending to be frogs and making groups on large, laminated lily pads placed around the room. Students will be given an individual Lily Pad Multiplication three page packet to complete at the end of the lesson for post assessment. Accommodations: I will provide manipulative items to keep students more focused. I will provide students with an interactive activity to incorporate physical activity and dance concepts to help students to stay engaged. I will draw student names out of a cup (or using Popsicle sticks with their names written on one side) to pick which students will help demonstrate the problem to relieve any confusion or favoritism. The majority of the lesson will be group lead to keep students on task; however, after the group lesson, students will be instructed to complete the Leap Frog Addition packets for class work and/or homework. If students finish the packet, they will then be instructed to read silently. If some students are absent the day of the lesson, I may have to change the multiplication problems to accommodate to the amount of students in class. Materials: Smart Board, Power point presentation of Felipe the Frog, lily pad cutouts (small), laminated lily pad cutouts (big), frog cutouts (small), popsicle sticks with students names on them, music (sounds like lake, water, crickets, ext.), worksheet with 3-10 problems that students will complete as a class during the lesson (problems include: 3x6,5x3,2x4,7x9,6x7, ext.),three page packet (includes: rectangular array with multiplication problems, color sheet, word search), cutout sign that says fish pond, sheet with a graph on it (7 columns and 3 rows- The first row consists of: Pond Silvia, Pond Raquet, Pond Silverstone, Pond shoes, Pond Lillyanne, and

TOTAL ), Lily Lane Order Form printouts, glue sticks, coloring pencils, markers, things to decorate the Lily Lane Order forms OPTIONAL: Dress up items (fish fins, frog eyes, ext.), Items to make the classroom look=like a pond (fish netting, fishing poles, boat, cutout waves, ext.) , Clock on the computer or timer Use of Technology: The smart board will be used to introduce students to the lesson. The teacher will present students with a power point that shows step by step how to work the problem and give a picture example of how to complete the problems with the manipulative materials. Procedures: (1.NBT.3) (Prior to lesson, pass out the Lily Pad Multiplication in class assessment sheet that includes problems that will be completed during the lesson) DAY ONE Step 1: Introduction Today I am going to introduce you to another animal that I know. His name is Felipe the Frog! (After pressing the smart board or next button, a picture of a Frog appears on the screen with the words Felipe the Frog) (NTCM 4) Everyone wave hello to Felipe (demonstrate how to wave by moving hand in back and forth motion/ can also insert a picture of a frog waving if chosen) Students repeat movement Everyone say, HI FELIPE! Students repeat, Hi Felipe Everyone say, Whats up Felipe? Students repeat, Whats up Felipe? So, before you guys got here, Felipe was telling me this CRAZY story! He said that, just today, when he went out to float on his lily pad, there were so many frogs in the pond that some lily pads had 10 frogs, on ONE LILY PAD alone! I asked Felipe if that was a problem and he told me that most frogs like to have their own lily pad; just one to their selves. Many of the frogs got mad that there were not enough lily pads. Many of the frogs went to King Franky Foodle, the King of the Frogs in Pond Silvia, Pond Raquet, Pond Silverstone, Pond Shoes, and Pond Lilyanne, to tell him about the problem. Felipe then went on to tell me that Franky Foodle, THE KING, then called Felipe to help him come up with a plan to get more lily pads. There is a lily pad store close to Pond Silvia, so the King told Felipe to count all of the frogs from all 5 ponds that he is King of. After counting all of the frogs, Felipe will then know the amount of lily pads that he has to order from the Lily Lane Factory down the street. So, today, Felipe came by to see if we can come up with an easier way for him to count all of the frogs. I told Felipe that I had seen some of you working on multiplication problems and that maybe, if you all would agree, that we could help him to understand multiplication so that he can use the Multiplication process to help count all the frogs in all 5 ponds So, do you think that you guys can help? Students will respond with answers, such as: Yes, No, maybe, or I dont know

(Students will also have time to give reasons why they think that) Before we start, though, I need everyone to think like a frog, have a mindset of a frog! What do you think we need to do to become more like a frog? W hat kind of sounds should we make to make us sound like a bunch of frogs? I will wait for student response. Students should reply with Ribbit Ribbit, or something similar. Yes, that right, Ribbit Ribbit. Now, what kind of movement do frogs make? Can you show me? Student reply with, They hop I will allow students to show me their hopping for a minute or two. Im going to play some music too that sounds like the pond were Felipe lives.(Turn on the music on the computer) We are going to pretend that this whole classroom is a great, big pond! So, what I want everyone to do is just take a minute to close your eyes and picture what it would be like to be at the pond(I will then place the Lily Pads around the classroom while students form a line) Okay, you can now open your eyes. On the board you will see a picture of a pond that looks a lot like the one were Felipe Lives. Also, I have put some lily pads across the classroom to help us with our next activity Before I tell you what we are going to do, though, I have to tell you the Pond Rules (Click next on the smart board or power point presentation to display a set of 5 Pond Rules) o As you can see on the board, these rules consist of: 1. Hop the whole time that the music is on, but do not hop into each other, trip each other, run into classroom items, or move the lily pads. 2. When the music stops, everyone has three seconds to hop onto the nearest lily pad 3. There has to be the same number of people on each lily pad when the music stops. 4. If you are not a frog during a problem, then you should stay in the fish pond and act like a fish! 5. Students that are drawn to be a frog will be a frog and students who are drawn to be a fish will be a fish during the time that we solve a problem (No switches will be made) 6. Try your best to help Felipe!

Step 2/Problem Solving Standard 1: Problem Solving If you look, you will see the 9 lily pads that I have placed around the classroom. To begin, we will have a sample round. For this round, everyone will be frogs. When I start the music, I want everyone to hop around the pond. When the music stops, I want you all to land on one of the nine lily pads. You will only have three seconds after the music stops to land on a lily pad.

 I will play the music for 30 seconds to 1-2 minutes and stop and observe and make sure that every student lands on a lily pad Now, I will draw out my frogs names (I will pull 18 names out of a cup or popsicle stick) Joe, Anne, Thomas, Hanna, Leon, Dominique, Justin, Zachary, Leah, Watson, Haley, Casey, Rose, Johnny, Matthew, Dustin, Dawn, and Eric will all be frogs. When I start the music, I want you to hop around the room. When the music stops; hop to the nearest lily pad! Two people should be on each lily pad when the music stops; only two people! The remaining students will be my fish. So, that means Franky, Lauren, Amber, Lynn, Gertrude, Dylan, and Morgan will be fish. While you are in the fish pond, you should act like you are swimming around. Can you all show me your fish faces? o OPTIONAL: If you see that students begin to clump together or stand around one lily pad, either the instructor or selected students can act out the part of a snake by slithering around the class and breaking up clumps of students. Also, to make the individuals more willing to participate in the fish pond, the instructor could pick a fish to help him/her write the answers on the board. I will allow students time to show me their fish faces and I will observe the class to make sure that everyone is participating Those fish faces look great! I will then play the music for 30 seconds or 1-2 minutes After stopping the music, I will say, THREE, TWO, ONE, Alright, everyone should now be on a lily pad! There should be two people on each lily pad So, lets see if we can make a multiplication problem with what we just acted out. Does anyone have any ideas about how we could write this problem? I will allow students time to discuss their answers and I will write some of the answers on the board So, if you look around you will see that we have how many lily pads? Students will respond with the number 9 (Press the next button on the power point presentation to display 10 lily pads that are in the same positions as the ones around the classroom with room at the bottom to write the problem.) So, lets fill in the lily pads (I will put tally marks to represent two people on each lily pad) We said that there were 9 lily pads, right? (Students will respond yes) Thats right, we have nine lily pads, so the beginning of the problem will be (9x) (I will write the first part of the problem on the board) Now, how many people are on each lily pad? Students will respond with the number 2 (or 2 people on each lily pad) Thats correct; there are 2 people/frogs on each lily pad. Does anyone now know what the second part of the problem will say? I will give students time to come up with their answers. Students will respond

with (2) Thats right, so our problem is (9x2) Step 3/Problem Solving Standard 2: Reasoning and Proof (Problem Solving is still incorporated) Instead of thinking of this problem as multiplication, can one of my fishes tell me how you could solve this problem in a different way? I will then wait for student response and ask them why they think that or how they could prove their reasoning So, could we just simply count the people on the lily pads? Students will respond with answers (hopefully a yes) Thats right, so now, I need another one of my fish to go around and count all of the frogs on the lily pads (I will get another student in the fish pond to count, out loud, the people/frogs on the lily pads) So the answer to our problem (point to the board were it displays the problem of 9x2) is what? I will wait for student responses, students should respond with the answer 18. Exactly! There are 18 frogs on the lily pads! The pond that you were just looking at was Pond Raquet. Lets fill in our graph to help us keep up with the information (I will show students a pre-prepared graph on a poster board, or it could be a slide on the smart board, power point presentation) Okay, so under the column that says Raquet, what number will you put? Students should respond with 18. I will write this number under the Pond Raquet column and observe students to make sure that they are also recording the information. Next, we will find out how many frogs are in Pond Silvia. I will complete the same steps for Pond Silvia, Silverstone, Shoes, and Lillyanne as the process above. I will continue to draw students names as to who will be frogs and fishes. The problems for each pond are as follows: o Pond Silvia: 3x6 o Pond Silverstone: 7x3 o Pond Shoes: 4x4 o Pond Lillyanne: 4x6 Pond Silvia Pond Raquet 9x2 Pond Silverstone 7x3 Pond Shoes 4x4 Pond Lillyanne 4x6 TOTAL NUMBER OF FROGS _________

WORD 3x6 PROBLEM Total Amount of Frogs

for each Pond

After acting out, solving, and listing each problem on the graph, I will then tell students, Okay, that is all the time that we have today, however, I need you all to do something before next Friday Allow students time to ask what, huh, and ext. I will need you all to think about a way that Felipe can find the total amount of frogs. Dont tell me now, just think about it. Remember, because I will ask you on Friday! I will then take up all of the students graphs. I will review the graphs again before coming back to the classroom to teach the second part of the lesson DAY TWO: Last Wednesday, during class, I introduced you to Felipe the Frog. Do you all remember the way that we solved the multiplication problems for Felipe? I will allow students time to respond I am now passing out the charts that you all completed with the numbers of frogs from each pond. Before I left Wednesday, I asked you all to think about a way that Felipe could figure out how many frogs there are in all; did anyone come up with an answer? I will allow students time to respond and explain their answers So, what would Felipe need to do to get the total amount of frogs for all 5 ponds? I will wait for student responses. Students should respond with, by adding the totals or numbers together from each pond Thats right, so what I would like you all to do is to get with a partner and add all of the numbers together. Also, Felipe left me with a few Lily Lane Factory order forms. (I will then pass out the order forms) When you get done adding the numbers together, I would like you and your partner to put the amount of Lily Pads that Felipe needs to order on this form. Also, I would like for you to decorate the form by coloring, gluing, ext. I will allow students ten minutes to complete the activity (could set a clock on the computer, or bring a timer, ext.) Math Congress/Group Session/ Problem Solving Standard 3: Communication Okay students, it has been ten minutes, I would now like everyone to come back and sit around the mat beside your partner Would anyone like to volunteer to present their Order form first?

 I will wait for students to volunteer, pick a volunteer, or pick a group to present their form first Now, what did you get for your total amount of frogs? Wait for student response How did you get this number? Wait for student response Were there any other ways that you could have solved this problem? Wait for student response Does anyone have any questions for ______and _______ (Fill in with students names) I will allow students time to ask and discuss questions about the students presentation. I will repeat the steps above until all students have presented their forms to the class.

Step 7/Post Assessment For homework, I have put a Lily Pad Multiplication packet in your folders. This packet has a form that you will need to complete with multiplication problems. You can use the counters (cutout frogs and lily pads) that I will leave with Mrs. Collins to help you figure out these problems.

References: All ideas and activities derived from Erica Shuler Pictures and chart from Google Image Search