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Andrew Minear

EDU 201
Professor Saladino

Portfolio Project # 10 – Lesson Planning


1. Name of lesson:
• Let’s Add to Multiply!
2. Grade Level:
• 3rd
3. Suggested group size?
• First as a whole Group and then cooperative groups
4. Subject:
• Mathematics: Numbers, Number Sense, and Computation
5. Standard:
• (3)1.9 use addition to model and explain multiplication as repeated
addition [NS/PS 1.3.5]
6. Objective:
• Students will learn to see that the repetition of Addition is Multiplication.
They will learn that Multiplying is advanced addition and can solve a
multiplication problem by adding.
7. Materials:
• Whiteboard, dry-erase markers (a black, red, and blue one), and an eraser
• Plain white paper (enough for each student to receive one page)
• Regular #2 Pencils
• Colored pencils for each group (enough for each student to have two
different colors, so boxes of 12 pencils)
8. Procedures:
Today the students will be learning how to use addition to solve a multiplication

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

when they work with their peers in the end.

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

and it also excites the students about 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

color anything today.”


Then, return to the front of the class and grab a piece of paper and then say,

“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

are done return to the front of the room.

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

it is x 2, you will get 4. Let’s look at another example.”


Turn to the board and write in blue, “3 + 3 = 6” on the addition side and then in red

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

to what I just said, 3 times 3 is also 3 + 3, 3 times, so 3 + 3 + 3 is the same as 3 x 3.

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:

Let’s Add to Multiply!


Addition Multiplication
(2) + 2 = 4 (2) x 2 = 4

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.

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