Day 2 - Repeated Addition
1 Anticipatory Set
- Begin by reviewing the previous day's strategy of equal groups as a way to solve multiplication.
- Present a problem to students and allow them to work out the problem with a partner using equal groups. Students may use their iPads and the drawing app that was used yesterday to work out the problem. Share these results with the class.
- Explain to students that today we will be looking at a new strategy for multiplication.
- Direct Instruction & Guided Practice:
- Begin by using the teacher-created NearPod to introduce the concept of repeated addition to the students. Working through all of the questions together as a class while having the presentation projected on the SmartBoard.
The students will work together with a partner to complete the workbook page associated with today's lesson. The students will continue to utilize the Drawing Pad App to help them solve the multiplication problems.
As students finish, they will independently access the NearPod presentation from the beginning of the lesson and practice solving and explaining their answers using the app. This will allow them even more practice of solving multiplication problems using repeated addition. The students will select the app from the home screen and follow the instructions to get started.
- Present a teacher-created Tellagami to the class and explain that they will get to create their own Tellagami teaching someone how to use repeated addition to solve multiplication problems.
- Walk the students through the steps of creating a Tellagami and then allow them time to create their own. Students will be informally assessed on their ability to explain the process of repeated addition.
Key Standards Supported
Operations And Algebraic Thinking
|2.OA: Work With Equal Groups Of Objects To Gain Foundations For Multiplication.|
|2.OA.3||Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.|
|2.OA.4||Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.|
|3.OA: Represent And Solve Problems Involving Multiplication And Division.|
|3.OA.1||Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.|
|3.OA.2||Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.|
|3.OA.3||Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1|
|3.OA.4||Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = � ÷ 3, 6 × 6 = ?.|