SWBAT multiply two-digit by one and two-digit numbers to determine the a plan for patterned beaded bracelets, estimating the number of beads which will be needed. SWBAT solve multiplication word problems involving beaded bracelets

Students create a bracelet after they've planned their design using multiplication skills and strategies.

5 minutes

I show this web blog to begin this warm up. I direct students to read the quote, "Art and math are diametrically opposite, right? Wrong!" Then I ask students why the blog author chose to start the blog post by stating that? I tell students that diametrically is a synonym for completely.

Next, I read the blog post aloud as students follow along on the smartboard display. I point out specific words like precision in this excerpt*; "Without math, it is almost impossible to do precision work. I work with a lot of potentially dangerous chemicals, and the math involved keeps me safe. Plus, if I mix the chemicals incorrectly, the result won’t be what I need. Being precise with my math means that I can avoid having to do things over again." * I remind students that CCSS Math Practice Standard 6 state*s *that mathematically proficient students attend to precision and how important it is in many jobs not just school work.

I stress the importance of math and that all jobs use some sort of math. Students are usually impressed by the range of jobs this site lists. The Math Common Core State Standards emphasize real-world multi-step problems worth doing! The standards ask teachers to focus and spend more time on fewer, more important concepts so students can build conceptual understanding, achieve procedural skill and fluency, and learn how to transfer what they know to solve real-world problems in and out of the math classroom.

50 minutes

Students begin this lesson where they left off on their planning sheets from the previous lesson.

This is the bead plan sheet - Beads.rtf

Students work on this sheet when they are finished with their bracelet - beads day 2.docx

Once they have created their plan, they may pick their three colors and gather the beads they need to create their bracelet.

Most students had figured out the length of their pattern in the previous lesson and were ready to figure out how many beads they needed and how many of each color. I modeled on the board how to draw a bracelet design for students that were "stuck" and unable to figure out how many beads their bracelet had. This lesson is challenging for students. For students to think about length, total number of beads, and how many of each color requires critical and flexible thinking.

After students create the bracelet, they complete the planning sheet by writing how many times their pattern was actually repeated, and how many beads of each color they used. I ask students to write about why or why not their plan worked or didn't work. This also requires student to self reflect about the process they used, which is a difficult skill.

When students finish their bracelets, they work on the Day 2 worksheet which has bead related multiplication problems. I allow them to work with their learning partner.

*Note: *For students to complete the day 2 worksheet, this lesson would need to be extended to at least 90 minutes. My students did not get to complete the worksheet. I forgot how long it takes little fingers to string beads on a string!!! I think the questions are valuable and worth doing because it allows students to practice multiplication in a context, one that they are now very familiar with. Due to the lack of time, I will change the next lesson to incorporate time for students to work on the day 2 word problem worksheet.

In this video, you can see a clip of my classroom as students string beads to make their bracelets.

In this video, a student explains the procedure for making bracelets.