1. Topic-
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Topics to be covered in the lesson include:
1. The reason why we multiply
2. Multiplying two integers no greater
than 6 and no less than 0 |
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2. Goals: Aims/Outcomes-
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At the end of the lesson, the students will be able to:
1. Explain why we multiply instead of
add in some instances
2. Multiply two integers between 0 and 6
3. Use their knowledge about
multiplication to give examples of
when multiplication is more practical
than addition. |
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3. Objectives-
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The students will demonstrate their ability to:
1. Explain what multiplication is
2. Multiply
3. Make practical connections to
multiplication |
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4. Materials and Aids-
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1 piece of paper
1 pencil
Dry Erase Board/Marker (if available) |
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5. Procedures/Methods-
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A. Introduction-
| Multiplication has many uses to everyday human life. Many of the
things we have today come in pairs. Shoes and eyes come in pairs of
2's, triplets come in groups of 3's, car wheel's come in groups of
4's, fingers on hands come in groups of 5's, and a half-dozen of donuts
comes in groups of 6's. When trying to count things, sometimes it
becomes a very long process to count things individually. For this
reason, we use multiplication. When trying to count how many car wheels
are on five cars, instead of counting each individual wheel, we can
remember the equation 4 X 5. The first number 4 is the number of wheels
on one car and the second number, 5 is how many cars we have. If we
multiply the two numbers, we will find that there are 20 wheels on
5 cars. |
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B. Development-
| The students will be given a pencil or dry erase board to write
down equations after I sign story problems. For example, if I say
"There are five kids in Dennis Catron's class, and we want to give
each of them 2 pieces of candy, what would the equation be to find
out how many pieces of candy we need?" The student will then write
down, "5 X 2." After the student writes down the equation, they will
then be responsible for writing the answer. |
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C. Practice-
The students will practice by doing the following:
1. Write the answers and equations of
the word problems on a dry erase
board or piece of paper
2. Take a 15 question multiplication
assignment |
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D. Independent Practice-
| The student will receive a short, 15 question multiplication assignment
in which students will be expected to get at least 12 out of 15 correct.
The students will then be asked how they got the answer. After the
students redo the math, they will correct their answer on their paper. |
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E. Accommodations (Differentiated Instruction)-
| If students struggle with the 15 question assignment, I will go
through some of the problems with them by creating story problems
that go with the test. |
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F. Checking for understanding-
| If the student receives lower than 12 out of 15 correct on the assignment,
the student has not yet mastered the concept of multiplication. If
the student receives 12-13 out of 15 correct, the student will be
proficient in their multiplication skills. Scores of 14-15 out of
15 will be marked as mastered. |
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G. Closure-
| After the students have completed both assignments, I will then
know what skills the students have and don't have so I can have a
basis of the things that are still needed to be worked on. If all
of the students have a proficient or mastery marking, they understand
basic multiplication and can move on. If the students have not mastered
the concept, more time needs to be focused on multiplication before
moving on. |
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