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
|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 = ?.|