Академический Документы
Профессиональный Документы
Культура Документы
EDU 201
Professor Saladino
problem and discover how addition and multiplication are connected. In this lesson they
will be folding a piece of paper into four sections and each student will have two colored
pencils and the colors will represent addition and multiplication. On the left side of this
page they will be copying addition problems, that are provided, into the top left section
and then in the bottom they will work with their groups to come up with their own. They
will do the same with multiplication on the right side of the page. After the students are
done coming up with their own multiplication problems that can be solved using
repeated addition, there will be a class discussion and each group will come up and
show the class one of their problems on the board. The student’s will be assessed by
both embedded assessments throughout the lesson and with an authentic assessment
To begin the lesson, introduce it to the students, “Today we are going to add to
multiply!” and then say, “Raise your hand if any of you think it is possible to use addition
to solve a multiplication problem”, take a notice of which students don’t raise their hand,
so you know which students need the most help during the lesson. Next say, “Well for
those of you who raised your hands, you are right! You can use addition to solve
multiplication!” and then ask, “Who wants to learn how?” By doing this questioning it
shows which students may or may not already understand the objective of the lesson
Next, grab the boxes of colored pencils and ask a student to hand a box to each
group (The students’ desks should be arranged in four groups of six). Have another
student hand out a piece of paper to each student. As the colored pencils and papers
are being distributed explain, “As you get the paper, please place it on your desk and do
not touch it yet. And as your group gets the colored pencils, please pass the box around
your group and each of you need to take two colored pencils of different colors. If you
run out of colored pencils, I have more on my desk.” Allow time for the students to
receive the materials. Students will most likely argue about what color pencils they want
and if any of the student gets upset about getting a color they don’t want just tell them,”
‘so-and-so’ it does not matter what colors you have because we are not using them to
“Alright, attention up here please and no do not touch your papers yet.” Allow the
students to quiet down and put their eyes on you and then continue, “Okay, so please
pay close attention to my instructions because soon you will have to do the same thing
yourself and we don’t want you to mess up now, do we?” continue, “Okay, so when I
say to begin, you are going to grab your piece of paper like this” hold the paper in front
of you vertically and as you fold it hamburger style say, “Alright you are going to fold it
hamburger style like this, taking the top to the bottom, and creasing. Now hold it vertical
again, like this (showing them)” hold the folded paper vertically once more and then say,
“Now you are going to fold it once more, top to bottom, crease, and when you open it
you will have four sections.” Open the paper, show the four sections, and show them
the procedure once more and then say, “Alright now grab your papers and do the
same.” As the students are folding, walk around the room and help them and once they
Now, holding the paper vertically, tell the students to write “Let’s Add to Multiply!” on
the top middle of the page and to write their names on the top right of the page. Have
them draw a line underneath the title and their name. Show them this procedure by
drawing a rectangle on the white board with the black expo marker, writing the title,
example name, the line underneath the title and name, and the four sections. Make sure
to make it big enough because this is where you will be writing the multiplication and
addition problems for the students to copy. Now tell the class as you point at the top left
section of the whiteboard paper example, “Attention please. Alright, look at your colored
pencils and choose which color you want to be Addition and which you want to be
Multiplication.” continue, “Now on the top left underneath the line you just drew, write
Addition, and on the top right write Multiplication with the other color.” Do so on the
board, write “Addition” in blue on the Left and on the right write “Multiplication” in red
and then say, “Once you are done, put your multiplication color down and wait for
further instruction.” Walk around the room and make sure students are writing Addition
and Multiplication in the right spots and in different colors. When they are done, return
to the whiteboard and write 2 + 2 = 4 in the top left under the word “Addition” and 2 x 2 =
4 under the word “Multiplication”. “Alright class, take your addition color pencil and copy
down 2 + 2 = 4 like this (point at the board) and after you are done with that take your
multiplication color pencil and copy 2 x 2 = 4 like this (pointing at the right side)” wait for
the class to copy the two examples and then ask, “Alright class, notice that both of
these problems equal 4; however, one is addition and one is multiplication?” then
continue to say, “This is the only time this ever happens, so it is unique, but that is not
the lesson. Please grab your regular pencil and circle the first 2 in each problem (do so
on the board, circle the first 2’s in both examples (2) + 2 = 4 and (2) x 2 = 4). And with
you regular pencil, not the colored pencils, underline + 2 and x 2.” Walk around the
room and ensure that students are following the directions correctly and then return to
the front of the room and ask, “Do you guys realize that multiplication is really addition in
disguise?” and then explain, “When you multiply a number by a second number, you are
really just adding the first number to itself that many times, so look at 2 x 2 = 4. You
circled the first 2 because that is the starting number, now if you add 2, 2 times because
on the multiplication side, “3 x 3 = 9”. “Now notice that 3 times 3 does not equal 6 like 3
plus 3, only 2 does that because it is unique. Go ahead and underline x 3. So according
Underneath x 3 write 3+3+3=9. Isn’t that cool? Do any of you not understand what is
happening?” If any of the students raise their hands, then give another example such
as, 5 + 5 = 10 and 5 x 5 = 25; however, if no students raise their hands then move on.
“Now in your groups, work with group members and come up with your own addition
problem and multiplication problem and show how you solved it using addition just like
how we put 3+3+3 under x 3. When you are all done, your group will come up and show
the class on the board.” Give the students about five minutes to work with their groups
and during this time walk around the room and answer any questions they may have.
Remember to visit the students which had not raised their hands in the beginning of the
lesson to ensure that they understand it now. After the five minutes is up, return to the
front of the room and get the class’s attention. Next, have each group come up one at a
time and write their problems down in the bottom two sections on the whiteboard
example of the “Let’s Add to Multiply” paper. On the next page is an example of the
lesson and a description of how the students will be assessed and graded for this
assignment.
Example of the Lesson:
3+3=6 3x3=9
(3 + 3 + 3) = 9
Group examples Group examples
4+4=8 4 x 4 = 16
(4 + 4 + 4 + 4) = 16
3+2=5 3x2=6
(3 + 3) = 6
2+4=6 2x4=8
(2 + 2 + 2 +2) = 8
10 + 4 = 14 10 x 4 = 40
(10 + 10 + 10 + 10) = 40
9. Assessment
• Embedded assessments
o Since most of the lesson is achieved through class discussion or as
a whole group, students are being evaluated during the lesson. For
example, when the students were asked to raise their hands if they
believe that addition can be used to solve multiplication, the
students are being assessed whether they understand the objective
of the lesson or not and the lesson itself will expand the student’s
understanding. Students are being graded for their participation and
understanding.
• Authentic assessment
o Students will also be graded for working with their groups to come
up with their own multiplication problem and proving they know how
to use addition to solve it. By working with their group members, the
students are taking the information they learned in the lesson and
expressing that they understand it. They are not only being graded
on their participation, but their performance.