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CAN DRIVE [DAY 2]

MULTIPLICATION

Real world multiplication lesson leveraging facts of 2, 5 and 10.

Intentionality

Math Talk

Visual Math Talk Prompt #1

Visual Math Talk Prompt #2

Visual Math Talk Prompt #3

Purposeful Practice

Resources & Downloads

Educator Discussion Area

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PRESENTATION MODE

Intentionality & Unit Overview

MULTIPLICATION

Length of Unit: 5 Days

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DAY 1
DAY 2
DAY 3
DAY 4
DAY 5

Students will explore modelling multiplication and solving multiplication problems using the array model. 

Intentionality…

The purpose of the Day 2 activities is to reinforce key concepts from Day 1. Students will engage in a string of related problems through a math talk and will have an opportunity to complete independent purposeful practice. The math talk and purposeful practice serve to develop a deeper understanding of the following learning goals: :

  • Build arrays for multiplication problems, understanding how rows and columns represent factors and the product.
  • Use the array model to model multiplication facts and explore patterns in products, particularly those involving 2.
  • Begin to explore the distributive property, breaking up larger numbers into smaller, more manageable parts to simplify multiplication.
  • Practice multiplication using hands-on tools and visual aids, gradually moving from concrete to abstract understanding.

Math Talk

Teacher Prompt:

Present each of the following multiplication sentences one at a time. After each sentence, encourage students to describe a context that could represent the multiplication. For example, you might ask them to imagine objects, such as cans on a table, that could illustrate the multiplication.

These factors have been selected to help students recognize how doubling (using facts of 2) can simplify multiplication, and to provide an opportunity to apply the distributive property. Encourage students to decompose one of the factors into smaller components (like facts of 2) to simplify the calculation.

Multiplication sentences:

2×2

2×4

2×8

2×9

4×9

8×9

The first three sentences focus on doubling, while the last three sentences provide opportunities to explore decomposing the first factor using distributive reasoning.

Suggestions for teacher modeling:

  • Use arrays to help model student thinking. For example, for 2×8, show an array with 2 rows of 8 objects. As you move through the problems, highlight how breaking the multiplication down can make the process easier.
  • If students do not naturally use facts of 2 to simplify, explicitly introduce the strategy.

Visual Math Talk Prompt #1

Begin by showing the following silent animation video: 

 

 

 

 

 

Visual Math Talk Prompt #2

Begin by showing the following silent animation. 

 

 

 

 

 

Visual Math Talk Prompt #3

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Purposeful Practice

While Students Are Practicing…

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Questions: Increasing a Whole Number by a Percent

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Resources & Downloads

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Printable Lesson Plan PDF

Videos, Images & Media Files

Apple Keynote Presentation

Powerpoint Presentation

Printable Consolidation Prompts

Educator Discussion Area

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