Charles+Esquivel

Mathematics | Grade 3 Standard (1) Developing understanding of multiplication and strategies for multiplication. Objectives/Goals Students, with the use of an educational computer game and a manipulative, will gain an understanding of multiplication involving equal-sized groups, arrays, and area models. Students will be able to: · Understand that basic multiplication is a form of repeat addition. · Use the game to self-monitor their learning. · Problem solve with minimal instruction. · Complete a homework assignment, which relates to the game and manipulative used in class. There is an example of math homework at the end of this lesson plan.

Leaning Principles · Probing Principle – Though the use of the games students will be able to reflect on their learning and advance in their understanding of multiplication. · Discovery Principle - Throughout the game students will be able to reinforce and discover different methods of multiplication. · Explicit Information On-Demand and Just-In-Time Principle – The game will give students an update on their progress and automatically adjust to give students an opportunity to go over the problems they’ve had the most difficulty with. · Practice Principle – Learners get lots and lots of practice through the game and manipulative without becoming disinterested or bored.

‍ Materials · A projector that has the capability to be connected to a computer. · A free down load copy of the game, //Timez Attack//. []

Each student needs: · Computer with a free downloaded copy of the game. · A set of multiplication manipulatives dealing with multiplication.


 * Provide students with manipulatives and paper plates for a concrete representation of the concept of multiplication (i.e., 4 x 5 can be represented as 4 paper plates holding 5 manipulatives on each plate).



Rule: Any number that is multiplied by zero equals zero (i.e., 4 x 0 = 0). Rule: Any number that is multiplied by one equals the initial number (i.e., 4 x 1 = 4).

  Rule: Any number that is multiplied by two is equal to that original number being added to itself (i.e., 4 x 2 = 4 + 4). Rule: Reversing the order of multiplication does not change the result (i.e., 4 x 3 = 3 x 4= 12).
 * Students to draw visual representations (i.e., 4 x 5 would look like 4 groups of circles containing 5 dots or tallies each).

· Students will use base 10 manipulatives to build a rectangular array to represent single digit multiplication. Students will make the connection between the standard algorithm and the rectangular array.  


 * Pencil or pen
 * Procedures for using manipulative.

**// Day 1 //** **Anticipatory Set **


 * Students will be told that they are going to learn how to use manipulatives to solve basic multiplication problems.

**Teaching **


 * Activate student’s prior knowledge about the use of the above manipulatives.
 * Show the students how to use the manipulatives and explain the rules of the games, which use the manipulatives.
 * Have the students play the games using the manipulatives.
 * As the students play the games in groups of no more than five the teacher should observe game play and provide support.
 * Students should be encouraged to seek help from their classmates and the teacher.

**Closure **


 * Have the students clean up their centers and return to their seats. The teacher will use the overhead and ask students at random to give the answer problems that are the same in nature as the manipulative games.

**// Day 2 //** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Anticipatory Set ** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Teaching **
 * Discuss the events of the first day.


 * Introduce the computer game to the students with the use of the overhead projector connected to the computer.
 * The teacher should make sure that students are aware that the first part of the computer game will deal with an assessment of their multiplication knowledge.
 * Model the assessment for the students.
 * After the students have finished their assessment have them play the game.

//**What to say:**//
 * Assure them that the assessment is nothing more than a starting point for the game.


 * Have the students play the game and ask them if they see any relationship between the game and the manipulative game they played the day before.
 * Assure the students that they will have plenty of time to play the game as a center during math time and if they are having any problems they can seek help from yourself or other students.
 * "Enjoy!"

**//What not to say://**
 * Today, we are going to learn how to play a math game.
 * I will be grading you on this.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Independent Application **
 * Students will explore the different multiplication game with the use of the computer game.
 * Students will be taught how to use the assessment tools of the game to track their learning.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Closure ** **// Day 3, 4 //** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Teaching **
 * Students will be given time to ask questions, and the teacher will ask them questions that deal with the game.
 * Take students will have the computer game and the manipulative modeled for them.
 * <span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 10pt;">The students will be reminded of the rules dealing with math centers and the rotation of math centers.
 * The teacher will break the students up into their math groups and have them go to their centers.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Independent Application **
 * Students will play the computer games independently when their group gets to the computer center.
 * Students will rotate from center to center every ten to fifteen minutes.

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Closure **
 * Give students time to discuss the games with a partner and write down things they liked and disliked about the game. Collect the information and discuss it during the next day’s math time.

**//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Day 5 //** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Anticipatory Set ** Begin with the students’ written responses about the game. Talk about the math activities. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Independent Application ** Begin working on the worksheets and unfinished homework. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Closure ** Review the homework problems and model similar problems on the board or overhead. **//<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Week 2-4 //** **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Anticipatory Set ** The instructor will continue to introduce different manipulatives and have the students continue working in their groups during math time. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Teaching ** Class discussion should hopefully move on from single to double digit multiplication. **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Independent Application / Closure ** The computer game and manipulatives, with the aid of homework, will give the students a solid understanding of multiplication.

‍**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Assessment **


 * The students and teacher will be able to track the student’s progress with the use of the computer game and in-class written assessments.
 * Completion of worksheets.
 * Participation in discussions.
 * Active participation in the discussions involves giving their thoughts and feedback to the learning cycle involved.

** ‍Supplemental Materials **
 * Multiplication flash cards that will be used to help students memorize their multiplication facts.
 * Songs and rhymes dealing with multiplication.
 * Sending notes home so parents can see their students overall progress in class.