Skip to Main Content

Share Suggestion

Multiplication War! Numbers and Operations TIU 11 Enrichment

Lesson Plan

Multiplication War! Numbers and Operations TIU 11 Enrichment

Grade Levels

3rd Grade, 4th Grade, 5th Grade

Course, Subject

Mathematics
Related Academic Standards
CC.2 CC.2
Mathematics
CC.2.1 CC.2.1
Numbers and Operations
CC.2.1.3 CC.2.1.3
GRADE 3
CC.2.2.3.A.1 CC.2.2.3.A.1
Represent and solve problems involving multiplication and division.
CC.2.2.3.A.4 CC.2.2.3.A.4
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Expand
  • Big Ideas
    Numbers, measures, expressions, equations, and inequalities can represent mathematical situations and structures in many equivalent forms.
    Numerical quantities and calculations can be estimated by using numbers that are close to the actual values, but easier to compute.
    The base-ten number system is a way to organize, represent, and compare numbers using groups of ten and place value.
    The same number sentence (e.g., 12 - 4 = 8) can be associated with different concrete or real world situations, AND different number sentences can be associated with the same concrete or real world situation.
    Two- and three-dimensional objects can be described, classified, and analyzed by their attributes, and their location can be described quantitatively.
    Data can be modeled and used to make inferences.
    Mathematical relations and functions can be modeled through multiple representations and analyzed to raise and answer questions.
    Mathematical relationships among numbers can be represented, compared, and communicated.
    Mathematical relationships can be represented as expressions, equations, and inequalities in mathematical situations.
    Patterns exhibit relationships that can be extended, described, and generalized.
  • Concepts
    Fractions and decimals: Develop basic understandings
    Multiplication and division of whole numbers and the relationship between operations
    Multiplication and Division
    Patterns
  • Competencies
    Develop an understanding of multiplication and division of whole numbers by building on knowledge of the base ten system/operations and through the use of representations (e.g., equal-sized groups, arrays, area models, equal "jumps" on number lines, successive subtraction, partitioning, and sharing) in order to describe relationships, make estimations, and solve problems.
    Develop an understanding of the size, meaning, and uses of fractions to represent parts of a whole, parts of a set, or points/distances on a number line, and that fractions are used to represent numbers that are equal to, less than, or greater than one
    Demonstrate an understanding of properties of multiplication.
    Demonstrate an understanding of the relationship between multiplication and division.
    Demonstrate fluency.
    Identify and explain patterns in arithmetic (including addition and subtraction).
    Represent and solve problems.

Rationale

This purpose of this lesson is to provide students of varying levels enrichment in multiplication.

Vocabulary

Product:  The answer to a multiplication problem

 

Factors:  The two numbers multiplied together that equal a product in a multiplication problem.

Objectives

 

  • The students will correctly recall products of multiplication problems through nines.

Lesson Essential Question(s)

How are relationships represented mathematically?
How can data be organized and represented to provide insight into the relationship between quantities?
How can expressions, equations, and inequalities be used to quantify, solve, model, and/or analyze mathematical situations?
How can mathematics support effective communication?
How can patterns be used to describe relationships in mathematical situations?
How can probability and data analysis be used to make predictions?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How is mathematics used to quantify, compare, represent, and model numbers?
  • Why is it automaticity important when solving multiplication problems?
  • What are the different ways you can solve multiplication problems?

Duration

This activity is on-going.  After initial 40 minute introduction and modeling of lesson, the activity can be used a variety of ways in the classroom including during down-time.

 

Materials

  •  One deck of cards per pair of students (Cards should be prearranged with all Jokers, Kings, Jacks and 10’s removed)
  • One poster chart for continuous use.  All student’s names should be written on chart
  • Small stickers for continuous use on charts.
  • Elmo/projector

 

Suggested Instructional Strategies

Webb’s Depth of Knowledge:  Skill/Concept, Strategic Thinking, Extended Thinking

W: WHERE/WHY/WHAT

This lesson is most appropriate for students who have been introduced to multiplication through 9 X 5.  It will provide enrichment to the students at all levels.

H: HOOK

This lesson will allow students to have the opportunity to practice their basic multiplication facts in a fun, game atmosphere.

 

E: EXPLORE/EXPERIENCE/EQUIP

 

Students will have the chance to compete with other students at the same level. Students also enjoy playing “cards” in the classroom.

 

R: RETHINK/REHEARSE/REVISE/REFINE

 

While taking part in the activity, students will be able to fine tune their multiplication skills.  By repetitive practice, student’s skill level will increase.

 

E: EVALUATE

 

Students will be informally assessed during activity via teacher observation.  Students will also be informally assessed using the Winnings Chart.  Teacher and student will be able to monitor improvement based on chart.

T: TAILORED

This lesson is tailored to a third grade student who has acquired the basic skills of multiplication.  Students will be able to adjust level of difficulty by playing students at varying ability levels.

O: ORGANIZED

 

Activity is review/enrichment lesson.  The lesson is organized into introduction, modeling, guided practice and group activity.

 

Instructional Procedures

  1. Teacher will say multiplication problem.  (Ex:  4 X 5) Students will take turns peer sharing answer. Teacher will announce several different problems.  Students will continue to peer share answer.

 

  1. Teacher will then tell the students that they will be beginning a game today.  The game is called War and it will be ongoing throughout the rest of the year.

 

  1. Teacher will arrange the students into predetermined groups of three.  (These should be created in advance by teacher so that students at the same ability levels are partnered up.)

 

  1. Teacher will then pass out decks of cards to each set of students.  Teacher will tell students that each card is worth the number on it, except for the Aces and Queens.  The Aces are equal to one and the Queens are equal to zero.

 

  1. Teacher will choose two students from the classroom to model game.  Teacher will deal out all cards from deck to the two students.  Teacher will tell students that each group has three members.  Two to play, and one to judge. Students will both turn over card. They will multiply numbers together.  The first person to say the answer wins both cards.  If the judge determines a tie, they will have to go to war.  Both will set down two cards face down.  They will then flip a card face-up.  The face-up cards will be multiplied together.  The winner takes all eight cards.

 

  1. The winner of the game is the person who gets all of the cards first.  After first game is played, the judge plays the winner.  After the second game, the round is over.

 

  1. The winner of the round receives a sticker to place on the chart.

 

  1. This game is on-going.  Teacher can assign a weekly group depending on the number of stickers the students have.  The students with the most stickers should be placed together. This will keep the advanced students challenged and the struggling students with students at the same level.

Formative Assessment

Teacher and student will be able to monitor improvement based on chart.

Related Materials & Resources

Additional Website:

http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html

 

That’s A Fact is a website that allows the student timed practice with all multiplication facts.

 

 

Author

Kelly Flemm

Date Published

July 16, 2014
Loading
Please wait...

Insert Template

Information