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Lesson Title Using Multiplication Strategies Lesson Number 2.5_6
Unit Number 2
Unit Title
Mathematical Strategies
Course/Grade Math / 4
Time Frame
2 days
STAGE 3 – Lesson Design
Enduring Understanding/s (Specific to Lesson)
Essential Question/s (Specific to Lesson)
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Ideas can be expressed through numbers and symbols.
Patterns in mathematics help me solve problems.
Understanding the properties of numbers help me solve
problems in the correct order.
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Materials/Other Resources
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Arrays and Shares pages 29 - 34
Arrays & Shares practice page E page 127
Array Cards (1 set per pair; 1 set per student homework)
Highlighted 100 charts from Investigation 1
Overhead projector
Transparencies of Array Cards, 1-6
How to Play Multiplication Pairs (1 per student
homework)
Students Sheet 6 ( 1 per student homework)
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How can I express an idea through numbers and
symbols?
How can using mathematical terms help me?
Why is it important to use patterns in problem
solving?
How does order of operations affect the outcome of a
problem?
How to Make Array Cards (1 per student)
How to Play Small Array/Big Array (1 per student
homework)
How to Play Count and Compare (1 per student
homework)
Optional: Mitsusumasa, Anno. Anno’s Mysterious
Multiplying Jar.
Lesson Activities (GLEs 4, 11, 14)
Daily Reinforcer
Every Day Counts (GLEs for October 1, 2, 3, 4, 5, 6, 9, 12, 13, 14, 20, 22, 23, 24, 27,
29, 31, 32, 34, 36, 37, 42, 43)
Day 1
 Update all.
 Clock - How can you use the numbers on the outside of the Clock to estimate time, if you can not fully
see a clock? Count by 5’s, then 1’s around the clock each time as you set it. What time will it be an
hour from now?
 Graph - What can you tell from these graphs? Has there been any pattern of temperatures in St.
Tammany this month? Have there been any patterns in our selected city? How many days has the
temperature in St. Tammany been warmer than that is our selected city? Why do you think this?
La. LEAP Tutoring Guide Numbers and Number Relations Lesson
Pacing for Test Success Activity
Day 2
 Update all.
 Calendar - Let’s predict what piece will go on the Calendar today? Why do you think this? When will
the next green equilateral triangle show up? What do you notice about the triangles on the dates 6,
12, and 18? Are they equilateral triangles? Why do you think this? When will the next yellow
triangle show up? Why do you think this? What do you notice about the yellow triangles?
 Daily Depositor – Help students to see that patterns are related to computations as with doubling the
amount deposited this month. It is important not to teach patterns and computations in isolation.
Write the total in word, standard and expanded form. Students round the total to the nearest ten and
hundred.
La. Daily GLE Practice and LEAP Test Prep Lesson 5-7 page 65
1
Vocabulary
Review previously discussed vocabulary.
Mathematical Emphasis: Not referenced in SF.
 Becoming more familiar with multiplication and division pairs through arrays
and skip counting
Launch/Engaging Focus
Day 1: Review homework Count and Compare played at home.
Day 2
 Ten minute math – Counting around the class (p. 29) count by 4’s or 5’s. If we count by 4’s (5’s)
around the class do you think that the number we end on will be more or less than 100? Why do you
think that?
 Discuss and review homework, Student Sheet 6.
Explore/Experience
Arrays and Shares, p. 29 - 34
Day 1 & 2
 Teacher will play Small Array / Big Array game with a small group of students (directions in A&S page
101). Display all the arrays and ask students to find two arrays that could be used to “match” a bigger
array.
 Once the student makes a match, they must express the match using mathematical notation and
check by comparing the totals of the smaller arrays with the bigger array. Students may also report on
the perimeter and area of each array.
 Students will have choice time for the remainder of the session and tomorrow. Students must play at
least two array games and practice skip counting with their partners.
Setting up Choice Time:
 Write the 4 choices on the board with list of materials needed for each.
1. Array Game: Multiplication Pairs
2. Array Game: Count and Compare
3. Array Game: Small Array / Big Array
4. Skip Counting
Day 2
At the end students discuss Small Array/ Big Array.
 As you played this, what clues helped you decide which two smaller arrays might match up to
make the bigger array?
 Look at an array for 8 x 6, what are some of the combinations of smaller arrays that could equal
this array?
Additional Games:
 Multiplication Rummy
 LCC, Unit 3, Activity 12: Multiplication/Division Equation Games (GLEs: 4, 10, 19)
Adapt popular games to solve multiplication/division equations.
● Concentration can display cards showing equations ( 3  m  15 , 32  4  y ) that correspond with
cards showing solutions (5, 8). Students must find the corresponding missing part of the equation
rather than the identical pair.
● Bingo cards can also have numbers that students may cover if they solve equations read by the
caller. Students can create these games themselves in small groups making sure there is only one
possible answer for each equation. Laminate and place in a center for remediation or just for fun.
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40
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56
● Example of Bingo card made by students:
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Cards read by caller: n x 11= 10 x =
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7 x n = 3 x n = 12 x n = n x 4 =
6xn= nx8=
9xn=
● Buzz---This game is used to review a specific fact family. It can be played in a small group or the
entire class. The leader chooses a number between 2 and 9. The leader says 1, the next player
says the 2, and so on. When they reach a multiple of the number chosen, the player says "buzz"
instead of the number. If a player forgets to say buzz or says it at the wrong time, he or she is out.
Play continues until the group reaches the last multiple of the number times 9. Example: The leader
chooses “3.” The first person begins, “1” the next person says, “2” the next person says, “Buzz”
(because 3 is a multiple of 3). The game continues with each person taking a turn until someone
misses saying “Buzz.” (1, 2, Buzz, 4, 5, Buzz, 7, 8, Buzz, etc.)
● Around the World---Large group flash cards are great for "Around the World." Students sit in a circle
and choose a starting person. This student stands behind the next student in the circle. The teacher
holds up a flash card. The first student to say the answer stands behind the next person in the
circle. If a sitting student says the answer first, the standing student sits down in the winner’s chair.
This process continues until at least one student makes it completely around the circle.
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Students need a great deal of practice to become proficient with multiplication and division. Try these
Internet sites for more game ideas:
http://www.multiplication.com/classroom_games.htm (Many of these games can be adapted for division.)
and/or http://www.edhelper.com/division.htm
Journal
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Use the suggested literature selection for this lesson as a springboard for student journals.
Summary/Synthesis
Day 1: How can you break 12 x 4 into more familiar parts you know?
Day 2: Where could you use the breaking apart strategy in the real world?
Homework:
Day 1 - Pairs I know and Pairs I don’t know – Student Sheet 6
Day 2 - Students play an Arrays games at home.
Literature/Activity:
Mitsusumasa, Anno. Anno’s Mysterious Multiplying Jar.
Discuss the multiplication problems suggested by the story. Students may record responses in their daily
math journal.
 LCC, Unit 4, Activity 5: Multiplying Large Number Patterns (GLEs: 4, 10, 11, 13, 14, 15, 42)
Read the story, Anno’s Mysterious Multiplying Jar by Mitsumasa Anno, and have the students listen to it stop after reading the question: "But how many jars were in all the boxes together?"
a. Have the students estimate the answer to the question and write it down.
b. Re-read the story, but this time have the students take notes using split-page notetaking and
calculators to compute what will happen in each step of the story as things multiply. They
should list one island, two countries, three mountains, four walled kingdoms, etc. By asking
how many total mountains (1 x 2 x 3 = 6), and how many total walled kingdoms, etc. (1 x 2 x
3 x 4 = 24), they should recognize the pattern.
c. They can record their findings and discuss the patterns that develop.
Example:
1 mountain, 2 walled kingdoms
1x2=2
1 mountain, 2 walled kingdoms, 3
__________
1x2x3=6
1 mountain, 2 walled kingdoms, 3
___________,
4 _____________
1 x 2 x 3 x 4 = 24
Teacher note: What is created through the multiplication pattern in this book is called factorials. The
students do not need to learn this term, but for the high achievers, an explanation of factorials follows:
The factorial of a number is the product of all the whole numbers, except zero, that are
less than or equal to that number. For example, to find the factorial of 7, you would
multiply together all the whole numbers, except zero, that are less than or equal to 7. Like
this: 7 x 6 x 5 x 4 x 3 x 2 x 1 = 5,040 The factorial of a number is shown by putting an
exclamation point after that number. So, 7! is a way of writing “the factorial of 7” (or “7
factorial”). Here are some factorials: (1! = 1 = 1) (2! = 2 x 1 = 2) (3! = 3 x 2 x 1 = 6)
(4! = 4 x 3 x 2 x 1 = 24)
(5! = 5 x 4 x 3 x 2 x 1 = 120) (6! = 6 x 5 x 4 x 3 x 2 x 1 = 720) (7! = 7 x 6 x 5 x 4 x 3 x 2
x 1 = 5,040) (8! = 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1 = 40,320)
Assessment
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Practice page E page 127, Arrays and Shares
Journal
Differentiation
Strategic Skills
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Assigned grouping of students
Adjust group size
Peer scribe
Tape card with written multiple steps on to student desk