1. 1
Gabrielle Paniagua
1 March 2015
Lesson Plan
Calvert,P.,& Geehan,W.(2006). Multiplying Menace:The Revengeof Rumpelstiltskin : A Math
Adventure.Watertown,MA:Charlesbridge.
Multiplying Menaceisthe sequel storytothe fairytale of Rumpelstiltskin. It'sbeen10yearssince
Rumpelstiltskinspunstrawintogoldforthe queenandnow he'sback to collectpayment.It Peter's
birthdaypartyand Rumpelstiltskin isdemandingthathe come andworkoff the debt.He threatensto
increase the pestpopulationandmake the kingdom'slivestockandotherassetsdisappearby
multiplyingwithfractionswithhismagical multiplyingstick.It'supto Peterto save the kingdom.
Can be purchasedat: http://www.amazon.com/Multiplying-Menace-Revenge-Rumpelstiltskin-
Adventure/dp/1570918902/ref=sr_1_1?ie=UTF8&qid=1397070088&sr=8-
1&keywords=the+multiplying+menace
LessonPlan
Category NumbersandOperations(Multiplyingwhole numbersand
fractions)
Time allowed
Title MultiplyingMenace n/a
2. 2
Grade/abilitylevel 5th
grade n/a
Objective The studentwill be able to representandsolve multiplicationof
a whole numberanda fractionthat referstothe same whole
usingobjectsand/orpictorial models.
n/a
Mastery level
expected
90 % n/a
Bookor interest
‘grabber’
Multiplying Menace:The Revengeof Rumpelstiltskin byPam
Culvert
n/a
Teachingdiverse
students
The book iscan be scannedandreproducedinbiggerprintor
on coloredpapertoaccommodate the visuallyimpaired.In
addition,the teachercanrecordthe bookand/orthe lesson’s
instructionsona tape recorderor CD to accommodate the
hearingimpaired.ForESLstudents,the teachercanfocuson
the contentand objective formultiplyingwholenumbersand
fractions.Focuson engagingthe studentinthe lessonthrough
kinestheticobjectsorpictures.
n/a
Materials/supplies Multiplying Menace:The Revengeof Rumpelstiltskin book, n/a
Standards/TEKS 5.3.I n/a
Procedure(listin
detail..1,2,3order)
The lessonisdesignedtointroduce multiplyingwhole numbers
and fractionsof the same whole througha familiarchildhood
fairytale whichall the studentscanrelate,Rumpelstiltskin.The
lessoniscenteredonakinestheticactivityinwhichthe
studentscancollaborate andcheckeach other’swork.
1. The teacherwill review the original story
Rumpelstiltskinsothatthe studentswill appreciate the
sequel book, Multiplying Menace:TheRevengeof
Rumpelstiltskin.
2. The teacherwill readthe book, Multiplying Menace:
The Revengeof Rumpelstiltskin and addresswhen
Rumpelstiltskinmultiplieswhole numberswith
fractionsto cause trouble inthe kingdom.The students
can predictand solve the multiplicationproblembefore
turningto the nextpage and thencontinue the storyto
checkif theyhave the correct answer.
3. Afterreadingthe book,the teacherandstudentswill
furtherdiscussmultiplyingwholenumbersand
fractions of the same whole.
4. The teacherwill model andpreformpractice problems
on the white boardwithvisual representations(shading
inboxesof a whole) todepictthe numbersand
fractions.Examples:2x 1/3, 5 x 1/6, 10 x 1/9
2 x 1/3= 2/3
+
45 mins.
3. 3
=
5x 1/6= 5/6
+
+
+
+
=
10 x 1/9= 10/9 and/or 1 1/9
+
+
+
+
+
+
+
+
+
=
5. In the case of 10 x 1/9, the teacherwill alsoaddress
there are 2 possible answers:the improperfraction
where the numeratorislargerthanthe denominator
4. 4
such as 10/9 and the properfractionwhichisthe
simplifiedfractionwithawhole numberandfraction
such as 1 and1/9.
6. The teacherwill breakupthe studentsinto
collaborative groupsof 4-5studentseach.Each group
will geta plasticwith2 coloredcards,red andblue.The
redcards are whole numbers0-20 andthe blue cards
are variousfractions1/2, 1/3, 1/4, 1/5………1/20. Each
studentwill alsobe handedawhite boardandvarious
coloredexpomarkers.
7. The studentswill take turnsdrawingcards-one read
and one blue- tocreate an original multiplication
problemsothat eachstudentwill have different
questions.Once astudentdrawscards, all the students
inthe groupwill tryand solve the problembydrawing
out a visual representationof the fractionbythe
amountof timesit’sbeingmultiplied.
8. Afterall the studentsinthe grouphave theiranswers,
theywill show eachothertheiranswersand
collaborate whethereachansweriscorrect.There can
be more thanone correct answeras statedby the
teacherbefore aboutproperandimproperfractionsor
eveninsome cases,the answercan be a whole number
such as 5 x 1/5=5/5=1.
9. Duringthe activity,the teacherwill walkaroundto
supervise,facilitate andguide student’sthinkingwith
probingquestionssuchas:
How didyouget that answer?
Why doyou thinkthatansweris correct?
How can yousupportyour answer?
How doyour picturesrepresentthe problem
10. The studentswill continuethiscollaborativeexercise
until all the cards have beendrawn.
Checkof success Studentswill be able to representandsolve multiplicationof a
whole numberanda fractionthatrefersto the same whole
usingobjectsand/orpictorial models.
n/a
Evaluation(notjust
a grade buthow
youcan help the
childbe successful)
The evaluationwilltestif the studenthasmasteredhow to
representandsolve multiplicationof awhole numberanda
fractionthat refersto the same whole using pictorials.The
teacherwill evaluatethe studentbyexaminingthe student’s
understandingof the conceptandabilitytoapplythe concept.
30 mins.
Rubric
Questions NeedsHelp
(69 %and below)
Beginningtoget
concept
Understandsbut
has notyet
Mastery of
concept
5. 5
(70-79%) masteredconcept
(80-89%)
(90-100%)
Can the student
correctlymultiply
variouswhole
numbersfrom0-
20 withfractions
of the same whole
from1/2, 1/3,
1/4….1/20?
Didthe student
correctly
representeach
fractionwitha
picture,shaded
chart, or other
visual
representation?
Ex. ¾
Can the student
applythe concept
of multiplying
whole numbers
and fractionsof
the same whole by
picture
representations?
(Like the teacher’s
examples inthe
beginningof the
lesson.)
