Perfect Pairs-Multi-Number Multiplication
Day One: Content Development
Grade Level:K-2
3-5
6-8 / Resources for Lesson:
High Yield Routines: Mystery Number
Fundamentals: Red Edition by Origo Education
Lesson:
The opportunity to practice choosing and using compatible pairs to find the product of three numbers. / Guiding (Focus) Question:
How can I use compatible number to multiply three numbers mentally?
Unit Learning Targets:
I can multiply 3 digits together mentally using friendly numbers.
I can discuss strategies I use to mentally multiply single digit numbers.
Mathematical Practices
Attend to Precision
Ensure that students are writing equations correctly. Make note of the = sign being used correctly with multiple steps. / Content Standards
3.OA.5 Apply properties of operations as strategies to multiply and divide.
3.OA.7 Fluently multiply and divide within 100 using strategies and from memory by the end of 3rd grade.
3.NBT.3 Multiply one digitwhole numbers by multiples of 10. / Time For Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Game: 20 Minutes
Reflection: 10 Minutes
Content Objectives: (Student Friendly)
I can use friendly numbers to multiply three numbers mentally. / Language Objectives:(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
I can talk with my partner about strategy I used to solve the multiplication problem.
I can write a number equation correctly.
Key Vocabulary
- Calculate
- Product
- Multiply
- Strategies
Chart…
Write numbers down as you are “thinking” aloud your multiplication strategy.
Three digits..
4 x 9 x 5
Rearrange to
4 x 5 x 9
20 x 9
(2 x 9)= 18
So 2 x 90 would be 180 / Or…
4 x 9 x 5
4 x 9 = 36
10 is ½ of 5 and 10 x 36 is 360 and ½ of that is 180.
Keep second chart for strategies:
Strategy Checklist:
Multiples of 5’s and 10’s
For fives, multiply by 10 and cut in half.
Use simple numbers.
Save the 2 for last so I can double.
/ Materials
Fundamentals Red Book Page 32-35
Chart paper
Markers
Grid Paper
Pg. 34 (4 sets per group, cut out and in baggies)
Pg. 35 (2 sets per group, cut out and in different baggie)
Home/School Connection
Take home game cards (both sets)
Ziploc baggies
Parent Friendly Directions
Student Engagement: Leadership
- I share and am a good citizen.
- I speak and listen well to others.
- I am healthy and plan financially.
- I use what I have learned.
- I care about the decisions we make about our planet.
- I am a problem-solver and critical thinker.
- I use research strategies.
- I am creative and innovative.
- I make good choices and I am honest.
- I work productively as part of a team.
- I use technology for learning.
- I set goals and plan for my future.
I am creative and innovative!
I try to come up with strategies that no one else has come up with yet!
Warm Up:
Mystery Number: Choose a number and provide four clues to get to that number. (54)
My number is a multiple of six.
My number is smaller than 5 x 10 + 5 x 2.
My number is larger than 5 x 5.
Half of my mystery number is 27.
What number am I? / As you go through each clue have students write down possibilities. The first clues should be more open ended and as you proceed narrowing down possible choices.
As students finish figuring out your clue, have students write their own clue. You may want to provide students with a number to develop clues around.
Content Development:
Think about numbers that are easy to multiply? Why are they easy to multiply? Discuss
Choose three “random” cards” from deck 4, 9, and 5.
How can I multiply all of these numbers together in my head, or mentally? What strategies can I use? (Keep track of strategies on chart)
4 x 9 x 5 could be 4 times 5 is 20. Instead of 20 times 9 I could think about 2 times 9 is 18 so 20 times 9 would be 180.
A second way is to think about 4 x 9 is 36. I can’t mentally do 5 x 36, but I can think about 10 times 36 is 360 and ½ of that is 180, because 5 is ½ of 10.
Pick out 3 new cards and have the group develop mental strategies to find answer. Write strategies on chart for students to refer to. / Note:
Have grid paper and thin tipped markers available. Students can draw out their answers to conceptually see their responses.
Game Activity:
Perfect Pairs: Fundamentals Page 32
Play several times for confidence before sending home with parents. / Adaptations: Have students play partner versus partner.
Once mastered with cards on page 34 add cards from page 35.
Students could also take four cards rather than three.
Reflection:
Bring group back together. Ask the following questions:
- Did you use the same strategy for each set of three numbers?
- What strategy was used most often?
- What numbers were best for making compatible numbers?
Exit Ticket with three numbers.
Students should come up with a total and explain their thinking along the way.
Make sure equals signs are used correctly. Look for strings of equations that would signify an incorrect statement.
Home School Connection:
Take game home and play with parents. Talk about the strategies you used to solve multiplication with parents.
Multi-Number Multiplication
Day Two: Problem Solving
Grade Level:K-2
3-5
6-8 / Resources for Lesson:
Illustrative Mathematics Task: How Many Colored Pencils (Perfect Pairs)
High Yield Routines: Mystery Number
Lesson:
The opportunity to apply multiplication of 3 numbers with one of the numbers being a multiple of 10. / Guiding (Focus) Question:
How can I model and solve a problem involving multiples of 10’s?
Unit Learning Targets:
I can multiply 3 digits together mentally using friendly numbers.
I can discuss strategies I use to mentally multiply single digit numbers.
Mathematical Practices
MP.4: Model with Mathematics
Students model problem using base ten pieces or with number lines. After making a diagram of answer students will model mathematics with written equation. / Content Standards
3.NBT.3 Multiply one digit whole numbers by multiples of 10. / Time For Lesson:
Warm Up: 10 Minutes
Content Development: 20 Minutes
Problem Solving: 20 Minutes
Reflection: 10 Minutes
Content Objectives: (Student Friendly)
I can use my knowledge of multiplication with multiples of 10. / Language Objectives:(Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)
I can talk with my partner about strategy I used to solve the multiplication problem.
I can model my answer with a graphic and equation.
Key Vocabulary
- Calculate
- Product
- Multiply
- Strategies
- Multiples of 10
Reflect back on strategies developed when multiplying three numbers as supports for today’s lesson. / Materials
Base Ten Pieces
Number lines with 10’s
Grid Paper
Markers
PDF-How Many Colored Pencils?
Student Engagement: Leadership
- I share and am a good citizen.
- I speak and listen well to others.
- I am healthy and plan financially.
- I use what I have learned.
- I care about the decisions we make about our planet.
- I am a problem-solver and critical thinker.
- I use research strategies.
- I am creative and innovative.
- I make good choices and I am honest.
- I work productively as part of a team.
- I use technology for learning.
- I set goals and plan for my future.
I am creative and innovative!
I try to come up with strategies that no one else has come up with yet!
Warm Up:
Mystery Number: Give partners Number Cards between 10 and 100. Have students come up with four clues to get to that number. / As students think about the number they have chosen and write clues, have them consider the order of their clues.
Work with a partner to get a good set of clues before sharing them with another group.
Content Development:
Do the following problem as a group in a think aloud.
A group of students went on a field trip and went in 3 cars. There were five students in each car. Each student was responsible for finding 10 objects on the trip.
How many objects did the group of students find in all?
Use commentary from Illustrative math to facilitate group sharing.
Share as base ten pieces. Three cars with five students would be 3 x 5 or 15. Each of the 15 students had 10 objects to find…
Lay out 15 base ten pieces then draw on chart paper.
Group the 15 base 10 pieces into groups of 100 and 50 or 50, 50 and 50 to show how many in each car.
Also show on a number line the jumps that could be made. (See Commentary)
You could have 3 jumps of 50 or 5 jumps of 30, some students may even see 10 jumps of 15, or 15 jumps of 10. / Note:
Have grid paper and thin tipped markers available. Students can draw out their answers to conceptually see their responses.
Problem Solving:
Perfect Pairs: Illustrative Math, “How Many Colored Pencils” to pairs of students. Have them develop a model to illustrate answer. / Adaptations: Have students play partner versus partner.
Once mastered with cards on page 34 add cards from page 35.
Students could also take four cards rather than three.
Reflection:
Bring group back together. Ask the following questions:
- How did you model your answer? Who would like to share?
- Did everyone do it this way? If not what is a different way to solve the problem.
- What did you like about… work? What could be added to the work to make it clearer?
Exit Ticket with three numbers (One of the numbers should be a multiple of 10, examples may include 7 x 2 x 20)
Students should come up with a total and explain their thinking along the way.
Make sure equals signs are used correctly. Look for strings of equations that would signify an incorrect statement.
Mathematician’s Club-What would an hour long migrant math after school program look like? (Be a mathematician club)
Goal:
Provide migrant students with an enriching, confidence building math experience in an after school, summer school or Saturday school setting.
Provide and effective lesson framework built to meet the unique needs of migrant students.
What a 60 minute lesson look like?
- 10 Minutes-Welcome-warm up. (Use math routines) Resource we will use is High Yield Routines
- 20 Content specific activity-task (I do, we do, we do, we do, we do, you do)
- 20 Minutes of Game Activity-aligned with activity/task
- 10 Minutes-Reflection-Home School Connection-Exit Ticket
What would an hour long migrant math after school program look like? (Be a mathematician club)
Mathematician’s Club-
Goal:
Provide migrant students with an enriching, confidence building math experience in an after school, summer school or Saturday school setting.
Provide and effective lesson framework built to meet the unique needs of migrant students.
What a 60 minute lesson look like?
- 10 Minutes-Welcome-warm up. (Use math routines) Resource we will use is High Yield Routines
- 20 Content specific activity-task (I do, we do, we do, we do, we do, you do)
- 20 Minutes of Game Activity-aligned with activity/task
- 10 Minutes-Reflection-Home School Connection-Exit Ticket
Migrant Math SupportsWashington MEP 7/16/2014