1Sabina Smith

STANDARD LESSON PLAN FORMAT

I.

Describe the Class

Second great elementary school, 28 children in the class .

II.

Subject

Usage of Different tasks for multiplication of numbers in the range of 20.

III.

Objective(s)
Students will

- Work on efficiency of multiplication numbers in the range 20

- Development of different skills to resolve word problems,
- The development of perception and logical thinking in the case of the details;
- Teach students to work independently,
- Development of students personality through the development of sufficiently high
value traits such as honesty in work and discipline.

IV.

Procedures

In the beginning of the class I will ask students questions like:

- I'm number two, you are number 8 Do you know how many times more you are than
me?
Child answer should be: The answer is: I am from you more four times.
- Number 20 says to some number I'm bigger than you four times. To what number is 20
taking too?
The answer should be: Number 20 is talking to number 5
- I am number 6, you're number 18. What will number 18 tell to number 6?
The answer should be: I am bigger than you three times.
After refreshing memories of lessons from day before students will make mathematical
formula such as 4 4 =, 10 2 = etc. to word problems -solving text problems.
Text problem:
1)On the patch was planted three rows of 6 tomato each. How many bushes of tomatoes
planted on patch?
a) What is a given in the task?
b) What we calculate it?

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c) How to calculate how many tomatoes were planted in the bushes?
Teacher will drown a picture on the board
|

6 + 6 + 6 = 18

3 6 = 18

Answer should be:

On the patch planted 18 bushes of tomatoes.
Children will be ask to present a solution to this task on the number line that was handed
to them in the beginning of the class.

12

18

2) On 2 flower beds bloomed 9 nasturtiums. How many flowered of nasturtium

bloomed all together?
- What is shown in the task?
- What do we calculate it?
- How to calculate how many flowered nasturtium bloomed?
9 + 9 = 18
2 9 = 18
+9
9

18
Re: On flower beds bloomed 18 of nasturtium.

3) On the four branches of pear 4 flowers bloomed. 7 of them have been pollinated by
bees. How many flowers were not pollinated?
- What is shown in the task?
- What do we have to calculate the first?
- How to calculate how many flowers were not pollinated
- Please put the solution in to the graph that is n your desks.
4 4 = 16

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16 7 = (16 6) 1 = 10 1 = 9
or
(4 4) 7 = 16 7 = 9
Present solutions on the graph.

Re: It was not pollinated nine flowers.

4 Next I will introduce the concepts of agents, the product, and the right commutative
multiplication.
- Add the numbers in rows and ranks, and then adding the numbers substitute with
multiplication.

4
+
4
+
4

3+3+3+3
12
How can we write this without adding rows?
3 4 = 12 or 4 3 = 12
Factors are numbers that multiply.
The product is the result of the multiplication.
A product does not depend on the order of factors.
5 Completion function tables that were hand out in the beginning of the class:

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18
1 18
29
9
3
6

6. Replace missing signs actions. Examples from book children work in groups of 4.
By the end of the class selected one person from each group will resolve 2 problems
on the board and explain.
V.
Materials
-When children walk in to the class will have on their decks graphs and tablet.
-Will use their text books exercise for group work.
-Some drowning made by teacher on the board.
VI.

Grouping structure

Students will work for 10 min in groups of 4 on few exercises from book; most of the
time they will work on the exercises with teacher by the board to make sure that everyone
understands the subject.

VII.

Assessment

After the class students will:

- Remember that the sum of identical components can be represented by multiplication,
- Children are able to efficiently multiply in the range of 20, including 1 and the 0,
- Can solve in a variety of ways word problems.
- compose word text with the content of a specified mathematical formula,
- Practically apply the alternation of the multiplication of numbers,
- Is able to show multiplicity of number on the number line on the graphs and functional
table.