MODULE 1 LESSON 1UNDERSTAND EQUAL GROUPS OF AS MULTIPLICATION

FIRST MATH LESSON OF THE YEAR!! WOOOOO

GROUP COUNTING • Let’s count to 20 forward and backward.

• Watch my fingers to know whether to count up or down.

• A closed hand means stop.

• Thumbs up if you understand.

1 2 43 5 6

78 9 10

1112

1314

1516

17

18

19

20

GROUP COUNTING (AGAIN)• Let’s count to 20 forward and backward again.

• This time whisper every other number. Say the other numbers in a regular voice.

• EXAMPLE – you’ll whisper 1 and speak 2 whisper 3 and speak 4.

• Thumbs up if you understand.

1 2 43 5 6

78 9 10

1112

1314

1516

17

18

19

20

GROUP COUNTING• Let’s count to 20 forward and backward again.

• This time hum every other number. Say the other numbers in a regular voice.

• EXAMPLE – you’ll hum for 1 and speak 2 hum for 3 and speak 4.

• Thumbs up if you understand.

1 2 43 5 6

78 9 10

1112

1314

1516

17

18

19

20

GROUP COUNTING• Let’s count to 20 forward and backward again.

• This time THINK (don’t speak) every other number. Say the other numbers in a regular voice.

• EXAMPLE – you’ll THINK for 1 and speak 2 THINK for 3 and speak 4.

• This time I will not show the numbers – so you really need to THINK

• Thumbs up if you understand.

What did we just count by? Turn and talk to a partner.

WE COUNTED BY TWOs!!!

GROUP COUNTING• Since we know how to count by twos, let’s practice for a

minute more.

• Watch my hands – I can change direction at ANY TIME…

• Thumbs up if you understand.

THAT WAS

PROBLEM OF THE DAY

Today we are going to solve the PROBLEM OF THE DAY together. Please do your work in your math notebooks.

Normally, you are going to do this on your own.

We will solve this problem using the READ, DRAW, WRITE (RDW) method.

Directions on the Read, Draw, Write (RDW) process:

1. Read the problem

2. Draw and label

3. Write an equation

4. Write a word sentence.

PROBLEM OF THE DAY

There are 83 girls and 76 boys in the third grade. How many total students are in the third grade?

Directions on the Read, Draw, Write (RDW) process: 1. Read the problem2. Draw and label3. Write an equation4. Write a word sentence.

What’s our first step? Read the problem.

What’s our next step? Draw and label

What’s our third step? Write an equation

What’s our final step? Write a word sentence

83 GIRLS

76 BOYS

?

?

83 girls

76 boys

TAPE DIAGRAM

NUMBER BOND

83 + 76 = ___________ 159

There are 159 total students in third grade.

CONCEPT DEVELOPMENT - PROBLEM 1:SKIP-COUNT TO FIND THE TOTAL NUMBER OF OBJECTS.

• I need ten (10) volunteers to come to the front of the room.

• Touch your nose if you want to volunteer.

• When I touch my nose – say how many arms each of you have.

• 2 arms each!

• Since we each represent a group of 2 arms, let’s skip-count our volunteers by twos to find how many arms they have altogether.

• To keep track of our count, students will raise up their arms when we count them.

• How many raised arms do we have in all?

• 20!!!

CONCEPT DEVELOPMENT - PROBLEM 1: SKIP-COUNT TO FIND THE TOTAL NUMBER OF OBJECTS.

• How many groups of two did we count to find the total? Turn and whisper to a partner.

• 10 twos!

• Does anyone want to explain how they figured it out?

• I counted the number of volunteers because each person has a group of two arms.

• Let’s SKIP COUNT to find the total number of arms.

2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 20

LOOK at the addition sentence. Give me a thumbs up if you think we have the correct number of twos.

10 twos

Clap 3 times if you agree that 10 groups of two is 20.

10 groups of 2 is 20

CONCEPT DEVELOPMENT – PROBLEM 2: UNDERSTAND THE RELATIONSHIP BETWEEN REPEATED ADDITION, COUNTING GROUPS IN UNIT FORM, & MULTIPLICATION SENTENCES.

We have 12 counters.

How can we make equal groups of two.

How many counters will you put in each group?

Show with your fingers.

Draw the 12 counters in equal groups of 2. When you’re done grouping your counters stand up.

How many equal groups of 2 did we make? 6!

CONCEPT DEVELOPMENT – PROBLEM 2: UNDERSTAND THE RELATIONSHIP BETWEEN REPEATED ADDITION,

COUNTING GROUPS IN UNIT FORM, & MULTIPLICATION SENTENCES.

• Write an addition sentence to show your groups on your personal white board. (We made six groups of 2)

• In unit form, how many twos did we add to make 12?

• 6 twos.

• 6×2 is another way to write 2+2+2+2+2+2 or 6 twos.

PLEASE COPY THIS DOWN IN YOUR NOTEBOOKS

CONCEPT DEVELOPMENT PROBLEM 3: WRITE MULTIPLICATION SENTENCES FROM EQUAL GROUPS.

These are equal groups. Turn and tell a partner why they are equal.

Work with a partner to write a repeated addition sentence and a multiplication sentence for this picture.

Stand up when you’re finished.

4 + 4 = 8 2 x 4 = 8

CONCEPT DEVELOPMENT PROBLEM 3: WRITE MULTIPLICATION SENTENCES FROM EQUAL GROUPS.

4 + 4 + 3 = 11

Look at my new drawing and the multiplication sentence I wrote to represent it.

Check my work by writing an addition sentence and counting to find the total number of objects.

When you’re done do 2 jumping jacks. Cross your arms if you want to explain your thinking.

I hear most students disagreeing because my groups are not equal. You are RIGHT… To multiply you must have equal groups

PROBLEM SET!!!

TIME TO SHOW OFF WHAT YOU KNOW!