Day 4 - Multiplication Strategies Review
1 Anticipatory Set/Hook
- Begin by reviewing the three multiplication strategies learned in the previous lessons (repeated addition, arrays, equal groups). Explain that today's activity is creating a ThingLink to demonstrate their understanding of the three strategies. The previously used teacher-created Popplet may also be accessed throughout the lesson to support students.
- The teacher will introduce ThingLink to the class by showing the teacher-created project. Students will get to investigate the teacher's example on their iPads using the ThingLink app.
- Direct Instruction & Guided Practice:
- Begin by showing students how to access the ThingLink app and how to get started creating their own.
- Independent Practice:
- Students will create their own ThingLink using the app and their iPad. Students may consult with their peers to improve their ThingLink before submission to the teacher.
- Students will take turns presenting their ThingLink to the class. As an extension to this activity, teachers could set up a Skype activity with a fellow class where students are presenting to second graders at another school. Those students could access the ThingLink and interact with the presentation.
Key Standards Supported
Operations And Algebraic Thinking
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.
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.
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.
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.
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
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 = ?.