Lesson: Multiply: Draw a Model
SWBAT draw a model to solve a multiplication problem.
Materials Needed: DN Worksheet, white board, dry erase markers, student slate boards, and IND Worksheet.
Vocabulary: multiplication, array, model, group, counting, product, multiple
Do Now (3 -5 min): Teacher hands a DN Worksheet to every student and asks the students to complete the worksheet independently. The students should be instructed to use the repeated addition strategy if they have problems with a fact.
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and then says, “Today, we are going to continue learning about multiplication strategies. By the end of this lesson, you will be able to draw a model to solve a multiplication problem.”
Direct Instruction/ Guided Practice (15 min): Teacher writes the problem on the board 7 x 8 = ?. The teacher begins by saying, “Yesterday we learned how to use repeated addition to solve a multiplication problem. The day before that we saw how multiplication problems are groups of items, and we counted up the groups of items to solve our multiplication problems. Today we are going to draw our own models to solve multiplication problems. We already know that multiplication is about groups. We learned how to pick out the groupings and write them in the form of addition, so today we will pick out the groupings and then draw the problem out. Let’s start with the problem I have on the board. Can someone read this problem for me? [ 7 times 8] Thank you. Now, can someone tell me what this multiplication fact is asking (hint at groups if necessary). [The multiplication fact is asking for 7 groups of 8]. Awesome! Ok, so instead of writing that as an addition problem we are going to draw it out. After we draw it out we need to count up the items to solve the multiplication fact.” See Example Chart Multiplication Model for visual.
The teacher then passes out slate boards to each of the students. The teacher and students will work on 5 problems together before IND Practice. The teacher should reveal the problem and then have the students translate it into a repeated addition problem before solving.
8 x 3 = ?
3 x 6 = ?
4 x 7 = ?
5 x 2 = ?
2 x 3 = ?
Then the teacher should pose these types of questions to the students and have them convert the drawing/model into a multiplication problem. See Example Chart Multiplication Model for visuals.
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.
|Example Chart Multiplication Model Exemplar|
|DN L3 multiply Starter / Do Now||
|IND Lesson 3 Multiplication Classwork||