Lesson: Properties lesson 8
Edward Brooke Charter School
I. Curriculum Standards
ü Count by 100 and 1000, starting at any number to a million. [M.1.2.b]
ü Count by 3 to 30 and 4 to 40, starting at any multiple of 3 or 4. [M.1.2.a]
ü Define multiplication as repeated addition. [M.11.2.a]
ü Explain the connection between multiplication and skip counting. [M.11.2.b]
ü Create arrays as models of repeated addition. [M.11.2.c]
II. The Point
Differentiated work toward mastery of Month 10 standards.
III. Materials Needed
Copies of Math Workout 2.10.8
Materials will vary based on centers activities
IV. Lesson Outline
Time: 45 Minutes (Wednesday Schedule)
15 min. – Mental Math/ Counting
30 min. – Math Centers/ Math Workout
V. Learning Activities
1. Mental Math/ Counting/ Fact Power (15 min.)
Plan work on mental math strategies, counting standards, and Fact Power based on student needs.
2. Math Centers / Math Workout (30 min.)
Some possible activities for students to work on in centers:
ü All students complete Math Workout 2.10.8.
ü Students work on Lifework or Math Workout corrections.
ü Pose multiplication problems to students that they can easily solve by skip counting. (x1, x2, x3, x4, x5, x10, and x25. They will be able to solve x2 facts through 30!
ü There is a packet of multiplication worksheets with the 2.10.3 masters.
The pictures of children on amusement park rides can be used to tell multiplication number stories.
The ferris wheel has 6 cars. There are 3 children in each car. How many kids are on the ferris wheel?
3, 6, 9, 12, 15, 18. Write: 6 x 3 = 18
The teacup ride does not have equally groups so we cannot use multiplication exclusively to find the total number of kids on that ride.
ü Feel free to use these throughout Month 10 as center work, intervention resources, Lifework, Math Messages, or in any other way.
ü Use 2.10 Grid Paper for students to practice drawing arrays of specifies dimensions or to represent problems posed.