To start off this lesson, I will have students explore the meaning of multiplication. To do this, I will ask what does the numerical expression 2 x 3 mean?
I am asking this because, I am looking for students to respond, “2 groups of 3” or “3+3” or “2 three times” or “2+2+2.” I want the students to understand the multiple meanings behind multiplication and that multiplication at its core is repeated addition.
To begin this discussion, I will first ask the following question:
Once arriving to the desire answer through strategic questioning, I will then ask:
I am looking for my students to conclude that the reason is due to its multiplicative nature. Because, it is essentially repeated addition, the place values are, in essence, already lined up. To prove this thinking, I will demonstrate this by writing the same decimal quantity over and over directly beneath the previously written quantity to show how the place values line up.
Then, I will write the problem 2.54 • 1.7 = and ask…
Then, I will ask…
I am looking for the students to know that the decimal must be moved according to the number of place values behind the decimals in the quantities being multiplied. I want my students to make the connection of place value to the placement of the decimal in the product.
I will have my students complete five problems then we will go over those five problems as a transition into independent practice.
Guided Skill Practice: Where Does the Decimal Go?
To explore the concepts that were taught in today's lesson, I will have students pretend to be waiters/waitresses as well as customers at a restaurant. The students will work with a partner. Each student will place an “order” using a menu provided by the teacher. They will then give their “order” to their partner to figure out the subtotal and grand total using a gratuity of 15% and a tax of 7%.
The scenario should be presented as follows. You are a waiter/waitress at Bistro 305. You have one customer left at a table. The customer has just finished their meal and is ready to go. But, when you go to ring up the cost of their meal the register shorts out and will no longer work! You must calculate your customer’s meal taking into account a 15% gratuity and a 7% tax.
While the students are completing this task, I will travel the classroom looking for misconceptions to clear up. I will specifically be looking to ensure that students are understanding and demonstrating the following:
After calculating the Grand Total of the meal, my students will then switch papers so that they have been given their “bill” for what they have ordered. After switching papers, they will then be given three minutes to check their partner’s work. If a student determines that their partner has made a mistake or more than one mistake, the student must identify the mistake(s) write them on a sheet of paper and tell what their partner should have done instead.
Then, I will give my students approximately 4 minutes to confer with their partner concerning the problem, what they encountered while solving the problem and their solutions. I will provide each set of partners with a large piece of construction paper upon which each partner will display their “bill” and together they will write things that they learned during this process, difficulties that they came across, and anything else that they deem significant during the completion of this task.
Then, I will choose sets of partners to come to the front of the class to present their work. The class will be given time to ask questions and discuss with the presenting partners.
TOTD: You bought a new video game controller for $19.97. How much will you pay in total for the controller if you pay a tax of 6%? (Tax would be $1.19 therefore, you would pay a total of $21.16 for the controller)
I have chosen this TOTD to allow the students the opportunity to show that they truly understand the concepts taught during this lesson. To show me that they understood this lesson, the students will need to calculate the correct solution to this problem. Their ability to do so shows me that they...