1. Topic


2. Content

Multiplication, commutative property 


3. Goals: Aims/Outcomes

GLE 2.2 Develop understanding of multiplication and related division
facts through multiple strategies and representations.
GLE 0302.4 Solve multiplication and division problems
using various representations.



4. Objectives

1.GLE 2.7 Represent multiplication using various
representations such as equalsize groups, arrays, area models, and
equal jumps on number lines.
SPI 0302.5 Identify various representations of Multiplication and
division.



5. Materials and Aids

 class set, FULL 24count boxes of crayons
 numerous, spare crayons
 Class set, candy bars with segments
 Class set, sticker sheets
 Class set, colored pencils
 Student worksheets
 Elmo
 Teacher worksheet 


6. Procedures/Methods

A. Introduction
1. Announce that you will be giving each child a few of their "Favorite
Things," including one deliciously mathematical one.
2. Have a student pass out crayon boxes to peers. Tell them not to
open the box until the 'Okay' signal is given. Simultaneously, ask
students to raise their hands if they know how to multiply already.
3. Once all students have a box, ask them if the box of crayons looks
like a multiplication problem to them.
4. Tell them to look at a box more closely. Remember that multiplication
is a short way of adding, and we can use it only when we have equal
sets of numbers.



B. Development
1.Pass out the student worksheet. Now model and have them count
the number of rows, and the number of crayons in each row. (Ask: How
many rows? Do we have equal numbers of crayons in each row? Can we
make a multiplication problem for the box of crayons?) Guide them
to fill in the first set of blanks on the worksheet for the box of
crayons.
2. Model the written multiplication problem on the board. Have students
copy the problem on their paper. 


C. Practice
1.Pass out the candy bars, and tell them not to break or eat them
until the 'Okay' signal has been given.
2. Allow students to attempt the second activity in pairs, reminding
them to examine the number of rows and the number of pieces in each
row.
3. Have them record their answers on the worksheet, filling in all
the spaces for the second problem. Remind them that the word problem
is a question, and should end with a question mark.
4. Ask students to share their answers, first with their table, then
with the class. 


D. Independent Practice
1. Allow the students to eat the candy as they work independently
to model the multiplication problems for their sticker sheets and
colored pencils.
2. Collect student work to be scored. 


E. Accommodations (Differentiated Instruction)
1. Students struggling with multiplication concepts can orally explain
or demonstrate the concepts.
2. Advanced learners can extend their learning to work on mastering
the commutative property. Early finishers will be asked to model each
problem in another way (i.e., 8x3 & 3x8). the candy bar really 2 x
4 or 4 x 2?
This would make a great family homework project. 


F. Checking for understanding
1. Independently completed problems (colored pencils & sticker sheets)
will be graded for accuracy.
2. Students showing difficulty OR complete mastery will be presented
with an accommodation. 


G. Closure
As homework, students will find 2 products at home that could illustrate
multiplication, such as eggs or juice boxes. Students will complete
the same worksheet for their discovered items. 

