Lesson: Multiply: Using Models

Tara Smith E.l. Haynes Pcs Washington, DC
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Lesson Objective

SWBAT use a model to solve a multiplication problem

Lesson Plan

Materials Needed: DN Worksheet, white board, dry erase markers, Chart Example, and IND Worksheet.
Vocabulary: multiplication, array, model, group, counting, product, multiple
Do Now (3 min): Teacher hands a DN Worksheet to every student and asks the students to complete the worksheet independently.
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and then says, “Today, we are going to begin learning about multiplication. I believe many of you have already started practicing multiplication. By the end of this lesson, you will know be able to use a model to solve a multiplication problem.”
Direct Instruction/ Guided Practice (15 min): Teacher writes the multiplication array on the board (see Charts for this lesson). The teacher begins by only drawing the arrays on the board. Then says, “all you need to know to get multiplication is how to count. It is as simple as that. Raise your hand if you can count by ones. That is right, we ALL can, so we can ALL multiply. Watch as I use this picture to make a multiplication problem. Then watch as I solve. I bet you can get what I use to help me. [Counting!].” The teacher begins with the 1 x 6 array. First the teacher explains that there are two columns that we need to count to make a multiplication number sentence: column 1 and 2 (refer to DN Worksheet). Then the teacher makes the number sentence from the 1 x 6 array. The teacher continues, “Ok so did you all see how I used my counting skills to write the multiplication number sentence? Now I need to solve the problem. Who can guess what I can use? [counting]. Very good. Yes, we can use counting. Soon we will all know these multiplication facts so quickly that won’t even have time to count. Watch as I count, 1, 2, 3, 4, 5, 6. Ok, so 1  X 6 is 6. HEY! That is funny? We would it be 6?” If students raise their hands to give an answer the teacher should allow those answers. Otherwise the teacher should explain in the following manner, “Multiplication is actual counting the number of items within a group. So, 1 x 6 is really asking how many items are in 1 group of 6. What happens if I ask it the other way? Look at the second array on the board? That would be how many items are in 6 groups of 1, so 6  x 1 is 6! We just learned another rule in multiplication! It doesn’t matter which order the numbers are in when multiplying; you still get the same product at the end.”
The teacher then continues on with the rest of the arrays on the Chart, and asks for student volunteers to help write the number sentence and solve the problem. 
Note: The starting point with the arrays depends on your student’s familiarity with multiplication. If they have been more exposed, I suggest starting with the 5, 6, and 7 fact families.
Independent Practice (10 min): Each student is given the IND Worksheet and asked to complete it individually and turn it in.  
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to ask what they learned about.

Lesson Resources

IND multiplication arrays   Classwork
DN Lesson 1 Mulitplication   Starter / Do Now
Chart for Multiplication Array Lesson   Exemplar


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