1. Maggie Noctor Multiplication Lesson PlanIntroduction Lesson Topic: Recall basic multiplication facts through the nines table Length of Lesson: 45 mins SOL: 3.9 The student will recall the multiplication and division facts through the nines table.Cognitive Objectives Students Will:Recall multiplication facts of numbers through the nines tableMaterials/Technology and Advanced Preparation Materials:The Amazing Multiplication Book by Kate Petty and Jennie MaizelsOne simple function calculator100 index cardsFour pieces of colored/ construction paper
2. Advanced Preparation:1. Prepare index cards for game2. On each index card write one multiplication fact3. Continue to write the rest of the multiplication facts through the nines table on the index cards starting at 0x0 and continuingthrough 9x9.4. Once finished, mix the cards up very well.5. On the construction paper write: 1st base, 2nd base, 3rd base and home base each on its separate piece of paper.6. Hang these four signs up around the room equal distances apart.Teaching and Learning SequenceIntroduction/Anticipatory Set: • Ask students to sit quietly • Take out The Amazing Multiplication Book by Kate Petty and Jennie Maizels • Read The Amazing Multiplication Book by Kate Petty and Jennie Maizels • Ask students about the different multiplication books mentioned in the book?
3. • Explain to student that today we will be playing a game where they will be reviewing and recalling their multiplication tables through the nines table.Lesson Development: • Tell the students that today we will be reviewing our multiplication facts through the nines table by playing a game of multiplication baseball. • Explain how to play game. • That each player will be given a fact, if they get it right it is a hit, if they get it wrong it is an out. • Three outs and the teams switch places. • Divide the class into two teams of nine people, mixing equal ability students. • If there are more then 18 students, assign students that remain to jobs: one or two as score keeper (one for overall score and one to keep track of hits and outs), home plate umpire, and commissioner (armed with calculator) • Instruct teams to decide on team members’ positions. • While teams are deciding on positions, explain to scorekeeper(s), umpire (s) and commissioner what their jobs are (keeping score, deciding if answer was correct and calculating correct answer) • Designate the pitchers mound and have all students get to their respective spots. • Have the pitcher hold the pile of multiplication facts.
4. • The pitcher “throws out” verbally gives the fact to the batter, who responds. • The umpire determines if the response is correct, by saying, “hit” if correct or “out” if incorrect. • The batter then proceeds to first base or sits down and the next batter comes to the plate. • The commissioner has the power to overrule all of the umpire’s answers. • Once one team has gotten three outs, the teams trade sides.Closure: • After nine innings, or the amount of time allotted for math, the game ends • The winning team is the team that has the most runs at the end of the nine innings. If a tie you may go into extra innings if you want. • At the end of the game, talk with students about the most common fact families that were missed. • Talk about strategies for improving their “play” just like real baseball players might analyze his or her own strengths and weaknesses to improve. • Tell students that their homework tonight is to write about their game today, how they might be able to improve their “play” and what their strengths and weaknesses are in regards to multiplication.Homework: Writing prompt about strengths and weaknesses with multiplication facts.
5. Assessment: Formative: • Listen to answers given during the Baseball multiplication game. Are the students saying the correct answers or can they not recall any? • Watch while students are up to bat, are they able to easily state the answer or are they confused and distracted? Summative: • Collect student homework and review what students feel are their strengths and weaknesses. • Collect data during the game about which students commonly got the outs for their teams and which students always got hits. Look at the flash cards that they were being given and see if there is a common thread of why/when the mistakes were occurring.References:Virginia Department of Education. (2004). Multiplication Baseball.http://www.doe.virginia.gov/testing/sol/scope_sequence/mathematics_scope_sequence/scopeseq_math3.pdf.
6. STANDARD 3.9 STRAND: COMPUTATION AND ESTIMATION GRADE LEVEL 33.9 The student will recall the multiplication and division facts through the nines table.
7. UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND SKILLS (Teacher Notes)• The development of computational fluency relies All students should The student will use problem solving, mathematical on quick access to basic number facts. communication, mathematical reasoning, connections, and • Develop fluency with basic number representations to• Strategies to learn the multiplication facts combinations for multiplication and through the nines table include an understanding division. • Recall and state the multiplication and division facts of multiples/skip counting, properties of zero and through the nines table. • Understand that multiplication is repeated one as factors, square numbers, pattern of nines, addition. • Recall and write the multiplication and division facts commutative property, and fact families (the two through the nines table. related multiplication and two division • Understand that division is the inverse of problems). multiplication.• In order to develop and use strategies to learn the • Understand that patterns and relationships multiplication facts through the nines table, exist in the basic facts. students should use concrete materials, hundred chart, and mental math. • Understand that number relationships can be used to learn and retain the basic facts.• Multiplication is a shortcut for adding same-size groups. To extend the understanding of multiplication, three models may be used: – The equal-sets or equal-groups model lends itself to sorting a variety of concrete objects into equal groups and reinforces repeated addition or skip counting. – The length model (e.g., a number line) also reinforces repeated addition or skip counting.• A certain amount of practice is necessary to develop fluency with computational strategies; however, the practice must be motivating and systematic if students are to develop fluency in computation, whether mental, with manipulative materials, or with paper and pencil.
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