1. Topic-
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| Multiplying 2-digit numbers by other 2-digit numbers |
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2. Content-
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Math; Standards N.S 3.2 and 3.0
Vocabulary: Tens, ones, factors, multiples, |
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3. Goals: Aims/Outcomes-
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Students will be able to multiply 2 two-digit numbers.
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4. Objectives-
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Students will use real-world scenarios to help relate 2-digit factors.
Students will use the break-apart method to understand how to multiply
2 two-digit factors |
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5. Materials and Aids-
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| White board, markers, math spirals, Envision math text |
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6. Procedures/Methods-
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A. Introduction-
I will tell the students that today we are going to look at multiplying
2 two digit numbers by creating stories and breaking apart the numbers
in a way that they are easily understood and combined.
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B. Development-
| I will put the expression 38 x 42 on the white board and tell the
students that those numbers represent 42 bags of 38 apples. I will
label the numbers to help the students comprehend what the numbers
represent. |
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C. Practice-
| I will then ask the students to consider ways that they might break
apart the number 38 into two numbers that might be easier to work
with. They will consider options and, with a thumbs up to the chest,
they will indicate that they have a way to break apart 38. I will
draw a bag of apples showing 30 below and 8 above. Next, the students
will consider the same procedure for 42. I will put 40 next to the
bag of apples and ask the students what I need to do with the two.
Once it is determined that the two needs to be multiplied by the same,
I will draw another bag identical to the first with a 2 next to it.
I will then call on students to help solve each part of the equation,
asking how we will then combine each product. |
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D. Independent Practice-
| I will give the students the numbers 15 and 54 and tell them to
write a couple of sentences in their math spirals to figure out two
things that these numbers might represent. Students will indicate
they are done with a thumbs up to the chest. I will ask for several
volunteers to share their stories. Next, I will ask the students to
figure out how they will break the numbers apart. Again, several students
will share, to make sure those who are struggling get some idea as
to how to begin to solve. Finally students will use a graphic to represent
one of their factors and then multiply it by each of the factors determined
for the other number. |
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E. Accommodations (Differentiated Instruction)-
| I will give simpler examples to my resource students, as necessary.
I will also work one on one to help them figure out their stories,
factors and graphics. |
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F. Checking for understanding-
| I will call on students to come up to the board and demonstrate,
using their graphic, how they arrived at the answer. I will also walk
around and do an informal assessment of student work |
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G. Closure-
| I will have the students do another example if I feel that they
need to practice again. Once I believe the students understand how
to use the method, I will assign pages 144 - 145, #'s 10 - 34 even
and tell the students to use the procedure we just practiced if and
when necessary to help them find the answers. |
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7. Evaluation-
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| Students will accurately complete assigned lesson and homework that
will echo this lesson. |
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