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 * Lesson 1**
 * **Teacher: Archana Chinnaraj** |||| **Grade Level: 2** ||
 * **Date:** |||| **Content Area: Math** ||
 * **Duration:** |||| **School:** ||
 * **Curriculum Guide: Quarter 4** || **Page:** ||

Students will be able to identify the relationship between addition and multiplication by using repeated addition to represent multiplication problems.
 * Mastery Objective:**

6.2.4.2 use concrete objects to model multiplication and division facts 6.2.5.4 model repeated addition (multiplication) and sharing equally (division) in a variety of ways, including dividing sets into two, three, or four equal parts
 * Performance Indicator: 6.2.4.2 use concrete objects to model multiplication and division facts**

additional work in small groups use of manipulatives priority seating (near chalkboard, instructor etc)
 * IEP Objectives (if applicable):**

Assess a concluding objective or alternative assessment. Concluding objective: students will be able to solve 3 simple multiplication problems by using the repeated addition strategy.
 * Assessment/Evaluation:**

Chart paper Markers Color counters White boards White board markers
 * Lesson Materials:**

United Streaming __The Number Crew: Number Crew on Wheels__ (9:09)
 * Technology:**

Judge prior learning A simple multiplication problem and a repeated addition problem. This would access students' prior knowledge of the concepts.
 * Activator/Pre-assessment:**

Plan lesson based on prior assessment. Teach students to acquire and use content knowledge in meaningful ways by: Introduce the students to the lesson of using repeated addition to solve multiplication problems Prepare a problem on chart paper, such as 3 x 1 Ask the students what this means in words (we have 3 groups of 1 or 1 group of 3) Draw a picture on the chart to show students (3 circles with 1 star in each) or (1 circle with 3 stars) In order to solve this problem, we can skip count by 3's, one time or we can add 3, one time Let's skip count! We find that 3 x 1 equals 3. Now we are going to try another problem but we are going to write a repeated addition sentence and turn it into a multiiplication sentence. Write on the chart 4+4+4 =? Ask the students how we can solve this problem. We can do it a number of ways - we can add 4 + 4 + 4 which might be harder, or we can skip count by 4's, three times, or we can draw pictures to help us. First, let's skip count. Students will skip count outloud. The answer we get is 12! Now, let's draw a picture to check our work. Have a volunteer come up and draw a picture to match the number sentence. Remind students that 4+4+4 means 3 groups of 4. Student will draw 3 circles with 4 in each, or vice versa. So we can see that 4+4+4 also means 4 x 3 which equals 12!
 * Focus Lesson: Whole/Small Group Modeling & Instruction**
 * Engaging students who bring differing background knowledge and learning needs and
 * Providing students with opportunities and creative thinking skills

Activate prior knowledge from earlier in the year by reviewing the Skip Count Song from Unit 3: Addition/Subtraction The Skip Count Song (Tune: Skip to my Lou)
 * Anticipatory Set:**

Skip count, skip count, count by 2's Skip count, skip count, count by 2's Skip count, skip count, count by 2's We can count to 20. 2, 4, 6, 8, 10,12,14,16, 18, 20 (chant this line)

Skip count, skip count, count by 5's Skip count, skip count, count by 5's Skip count, skip count, count by 5's We can count to 50. 5, 10, 15, 20, (up to 50)

Skip count, skip count, count by 10's Skip count, skip count, count by 10's Skip count, skip count, count by 10's We can count to 100. 10, 20, 30, 40, (up to 100)


 * Guided Practice:**

Model on chart paper the following problem: 2+2+2 = ? Ask the students how we can solve this problem using skip counting (students will skip count by 2's) Then, ask the students how they can solve the problem using addition (students will add 2+2+2). Ask the students which way was easier (they should explain that skip counting was easier) Last, ask the students how we can solve this problem another way (probe discussion about how repeated addition is another form of multiplication) Show the students either using counters or on chart paper that you are counting by 2, three times. Therefore, skip counting is a faster way to show that it equals 6. This also means that 2 x 3 = 6. Model a second problem: 3+3+3+3= ? Have the students solve the problem on their whiteboards using skip counting or repeated addition to find their answer. Walk around to monitor student progress When all students are finished, have a volunteer come up and show their work on chart paper. Ask all students to skip count out loud by 3's to find their answer. Then, have the students turn their repeated addition sentence into a multiplication sentence. Have a volunteer share their work. Discuss the meaning of 3 x 4 = 12. Repeat steps above for another problem until students have a good understanding of the concept.

Have students work in individually or in small groups to solve simple multiplication problems using counters or a number line for students who need a little extra help. Switch papers with another student/group and have them check each other's work.
 * Independent Practice:**

Provide differing amounts and levels of prompts depending on the needs of individual students. Allow some students to work in groups or use manipulatives to aid in problem solving. Create simple multiplication word problems for students who master the basic concept easily. Have students who finish early create their own repeated addition and multiplication problems and have a friend solve them.
 * Differentiation:**


 * Closure:**


 * Lesson 2**


 * **Teacher: Sharon Grotsky** |||| **Grade Level: 2** ||
 * **Date:** |||| **Content Area: Math** ||
 * **Duration:** |||| **School:** ||
 * **Curriculum Guide: Quarter 4** || **Page:** ||

Students will represent mathematical situations involving multiplication by writing number sentences and using manipulatives to create an array.
 * Mastery Objective:**

6.2.4.2 use concrete objects to model multiplication and division facts 6.2.4.3 relate mathematical situations involving multiplication and division to symbolic notation and write number sentences
 * Performance Indicator:**

Allow extended work time for problem solving. Limit number of problems presented at a time (ex: half of a worksheet etc)
 * IEP Objectives (if applicable):**

Assess a concluding objective or alternative assessment Have students create a number sentence, then switch number sentences with a partner. Solve the number sentence by using manipulatives to create an array.
 * Assessment/Evaluation:**

Set of story problems presenting situations involving multiplication Chart paper Markers Manipulatives Whiteboards Whiteboard markers
 * Lesson Materials:**

http://nlvm.usu.edu/en/nav/frames_asid_192_g_2_t_1.html is an interactive array- can aid students in problem solving. http://library.thinkquest.org/3896/index2.htm Click on Bricks
 * Technology:**

Judge prior learning Ask students to represent/draw/create a multiplication problem without physically writing numbers.
 * Activator/Pre-assessment:**

Plan lesson based on prior assessment. Teach students to acquire and use content knowledge in meaningful ways by: On chart paper, write the following story problems (1 problem per sheet of chart paper): Story Problem #1: Keisha arranged chairs for a class play. She made 4 equal rows. She put 3 chairs in each row. How many chairs did Keisha set up for the class play? Story Problem #2: Tim bought a bag of M&Ms. He arranged his M&Ms into 2 equal rows. He put 10 candies in each row. How many candies did Tim have in all?
 * Focus Lesson: Whole/Small Group Modeling & Instruction**
 * Engaging students who bring differing background knowledge and learning needs and
 * Providing students with opportunities and creative thinking skills

Read story problem aloud to the class. Guide students to look for key words that help students identify whether they should draw equal groups or an array to model the multiplication problem (we are working on modeling arrays; equal groups will follow). Draw a simple representation of the array (equal rows). Skip count (story problem 1: by 3 four times; story problem 2: by 10 two times) to find out how many candies. Write a number sentence to match the model and the story problem (story problem 1: 4 rows of 3 chairs, 4x3=12; story problem 2: 2 rows of 10 candies, 2x10=20). Repeat steps above for the second story problem.

Prepare 2 story problems on chart paper that will allow students to model an array (either by drawing or using manipulatives). Read story problem aloud to the class. Guide students to look for key words that help students identify whether they should draw equal groups or an array to model the multiplication problem (we are working on modeling arrays; equal groups will follow). Give students time to draw a simple representation of the array (equal rows). Read story problem aloud to the class. Walk around to monitor student progress. Call on one student to come up and draw their array on the chart paper OR use dot stickers to model the array that they created on their white board surface. Skip count by the number of candies in each row (story problem 1: by 3 four times; story problem 2: by 10 two times) to find out how many candies in all. Give students time to write a number sentence on their white board to match the model and the story problem. Walk around to monitor student progress. Call on one student to read his/her number sentence aloud. Call the student up to write his/her number sentence on the chart underneath the model. Repeat steps above for the second story problem.
 * Guided Practice:**


 * Independent Practice:**



Jungle Jim Multiplication Game ( http://www.multiplication.com/flashgames/JungleJim.htm )- select levels of difficulty http://nlvm.usu.edu/en/nav/frames_asid_192_g_2_t_1.html is an interactive array- can aid students in problem solving. http://library.thinkquest.org/3896/index2.htm Click on Bricks- students use manipulatives to solve problems on the screen. Students self-check by comparing their array to the array on the screen.
 * Differentiation:**

The websites listed above support visual and auditory learners. It also allows students to complete independent practice without having to write and/or draw.


 * Closure:**


 * Lesson 3**


 * **Teacher** Angie Keem |||| **Grade Level: 2** ||
 * **Date:** |||| **Content Area:** ||
 * **Duration:** |||| **School:** ||
 * **Curriculum Guide: Quarter 4** || **Page:** ||

Students will represent mathematical situations involving multiplication by writing number sentences and using manipulatives to create equal groups.
 * Mastery Objective:**

6.2.4.2 use concrete objects to model multiplication and division facts 6.2.4.3 relate mathematical situations involving multiplication and division to symbolic notation and write number sentences
 * Performance Indicator:**

Allow extended work time for problem solving. Limit number of problems presented at a time (ex: half of a worksheet etc) Use of multiplication table
 * IEP Objectives (if applicable):**

Assess a concluding objective or alternative assessment Exit Card with a multiplication story problem where students need to model equal groups
 * Assessment/Evaluation:**

Counters White boards Mimio Wireless device LCD Projector Dry erase markers
 * Lesson Materials:**

E-Lab Multiplication Facts: students use models to find the product of equal groups. http://www.harcourtschool.com/activity/elab2004/gr3/7.html
 * Technology:**

Judge prior learning Students will watch a multiplication video from http://www.unitedstreaming.com titled Mathica's Mathshop: Courting Trouble (the first 3 segments 6:30 min). As they watch, students will help Mathica answer some multiplication problems. Allow students to work in groups and use manipulatives or their white boards to help them visualize and model the problem. They may also act out the problem if they feel they can model the problem better in that way. This provides students with a variety of ways they can show their work. It gives them multiple examples of solving a problem. For visual learners they are able to see the problem being solved in the video, for the audio learners they are able to hear the problem and talk with others about how to solve it, and for the kinesthetic learners they can act out the problem.
 * Activator/Pre-assessment:**
 * Observe students to see which students may need extra support throughout the lesson.
 * Review what multiplication means and what the X symbol means. Ex. 3x2 can be read 3 groups of 2 or 3 rows of 2.

Plan lesson based on prior assessment. Teach students to acquire and use content knowledge in meaningful ways by:
 * Focus Lesson: Whole/Small Group Modeling & Instruction**
 * Engaging students who bring differing background knowledge and learning needs and
 * Providing students with opportunities and creative thinking skills

Using the Mimio (interactive white board), show the following story problems on the board. Story Problem #1: There were 3 turtles at the National Zoo. Each turtle had 4 legs. How many legs did the turtles have in all? Story Problem #2: Lenny bought 5 cupcakes. Each cupcake had 3 candies on it. How many candies did Lenny have in all?
 * Read the first story problem to the students. Discuss what we are trying to figure out by underlining the important facts. Then discuss how we can figure out how many legs the turtles have in all. Discuss how you could draw a picture to help you visualize the problem. Using the stylus pen, add pictures of turtles onto the screen so students can make a mental image in their head.
 * Using the stylus pen, circle the 4 legs on each turtle. That makes 4+4+4 = 12. Tell students that we just made equal groups. We made 3 equal groups of 4 which is the same as 3x4.
 * Tell students that we could model this problem by drawing groups instead of the actual turtle since that might take a long time. We could draw 3 large circles and inside each circle put in 4 little circles. Then we can add them all up or skip count by 4's three times. In addition, have students model equal groups using their counters. This is helpful for those students who need that hands on experience to think about the ideas in a more concrete way.
 * Read the second story problem and have students tell you what important facts you need to underline. Do a think-pair-share with students and have them first think about how they could solve the problem. Then have them share their idea with a partner. After about 30 seconds, have students share with the class.
 * Model how to draw 5 cupcakes with 3 candies on each one or 5 large circles with 3 little circles in each one. Drawing the circles helps those students who may have difficulty drawing the actual items in the problem.

Support struggling students- encourage use of manipulatives or creation of some type of physical representation of the problem.
 * Para Educator’s Role (if applicable):**

Give each student a white board, marker, and a bag of counters. Tell students that they will continue to practice making equal groups.
 * Guided Practice:**
 * Have 3 more problems written on the board.
 * Story #1: There are 5 boxes of pencils. Each box has 6 pencils. How many pencils are there in all?
 * Story #2: Katie has 2 baskets of eggs. In each basket there are 7 eggs. How many eggs does Katie have in all?
 * Story #3: There are 3 birds in a tree. Each bird has 2 eyes. How many eyes do the birds have in all?
 * For each problem, read the story to the students and choose students to come up and underline the important facts they know in the problem using the stylus pen. Students will be much more engaged when they can be actively involved in what they are learning. Then allow students time to model the problem on their white board or using counters.
 * As students work, walk around to help those who may need extra guidance. As you walk around, ask students questions about their models. What does it show? How did they figure it out? Is there another way to model the problem?
 * Once students are finished modeling the problem, have students share their strategies with the class. Have some students come up and draw or model their strategies on the board.
 * Ask students what the number sentence for the problem would look like and have students discuss it with a partner. Share ideas with the class and then allow a student to write the number sentence on the board.
 * Follow the same steps for story problems 2 and 3.

Using a mobile lab, give each student a laptop. Have students go to http://www.iknowthat.com/com/L3?Area=WordProblems. This site allows students to practice solving word problems (also good for differentiation because it is leveled between adding/subtracting and multiplication/division for students who are accelerated or who need extra review of earlier concepts). Those students who don't feel comfortable with using the laptops, they can solve multiplication problems with equal groups by either modeling with counters or drawing a picture. By giving students choices, they are able to choose the best type of practice they will need to help them learn the material. 
 * Independent Practice:**

Using the online activity on the Harcourt website (see Technology section), students may practice finding the product of equal groups to understand the relationship between the model and the number sentence ( 2 x 4 = 8 --> 2 groups of 4 equals 8).
 * Differentiation:**


 * Closure:**
 * Have students complete an exit card by modeling equal groups for a story problem.
 * Summary Sam: Using a stuffed animal i.e. bear, tell students that Sam the bear has been hibernating and he just woke up from his sleep. Tell them he missed the whole lesson but really wants to know what he missed out on. Have students tell them about what they learned. Have Sam ask them questions like: What are equal groups? How could I model a multiplication problem? What is an example of a multiplication number sentence?


 * Lesson 4**
 * **Teacher**: Lindsey Whyte |||| **Grade Level: 2** ||
 * **Date:** |||| **Content Area:** ||
 * **Duration:** |||| **School:** ||
 * **Curriculum Guide: Quarter 4** || **Page:** ||

Students will relate mathematical situations involving multiplication to symbolic notation by writing number sentences to match a story problem.
 * Mastery Objective:**

6.2.4.3 relate mathematical situations involving multiplication and division to symbolic notation and write number sentences
 * Performance Indicator:**

Allow extended work time for problem solving. Limit number of problems presented at a time (ex: half of a worksheet etc) Use of technology resources (calculator, interactive array-see link above) Use of manipulatives to aid in problem solving Depending on needs of individual students- have students select correct number sentence from choice of 3, as opposed to having them create the number sentence on their own.
 * IEP Objectives (if applicable):**

Assess a concluding objective or alternative assessment Given 4 story problems, students will write the matching number sentence.
 * Assessment/Evaluation:**

computer for intro chart paper markers manipulatives (as needed)
 * Lesson Materials:**

In order to introduce this topic, have students watch a clip from [|http://www.BrainPop.com]. Click on Math - Multiplication and have students watch the clip (5:00)
 * Technology:**

Judge prior learning Students will watch a clip about multiplication on BrainPop.com and will discuss the clip as a class. Students will share what they know about multiplication and discuss any questions they have about it.
 * Activator/Pre-assessment:**

Plan lesson based on prior assessment. Teach students to acquire and use content knowledge in meaningful ways by:
 * Focus Lesson: Whole/Small Group Modeling & Instruction**
 * Engaging students who bring differing background knowledge and learning needs and
 * Providing students with opportunities and creative thinking skills

Note: Students will read the story problem and draw a model to match. Using the model will help them to write a story problem. Before the lesson, prepare each of the story problems on chart paper (1 for whole group instruction and 2 for guided practice).

Story problem #1: Michelle had 5 cupcakes. Each cupcake had 2 candles on it. How many candles were there in all? Use a think-aloud to model to show students how you decided whether to use equal groups or an array to model the problem (equal groups). Draw equal groups (5 groups of 2). Use a think-aloud model as you make a connection between the model and the number sentence you have to write ("I know my model shows 5 groups of 2, so that would be 5 x 2 = 10).

Support struggling students by working in a small group setting Review concepts from previous lessons
 * Para Educator’s Role (if applicable):**

Remember that at this point, students have had practice drawing equal groups and arrays to model multiplication problems. Story problem #2: Cady bought 2 bags of lollipops. Each bag had 8 lollipops in it. How many lollipops did Cady have altogether? Story problem #3: Larry put his books onto his new bookshelf. The bookshelf had 3 rows. He put 5 books on each row. How many books did Larry have altogether? As students are working, the teacher will observe and monitor students to assist any students who need extra guidance and scaffolding.
 * Guided Practice:**

http://www.iknowthat.com/com/L3?Area=Mathblox - Tetris style game- students complete number sentences. Leveled selection based on times tables. Also provides addition/subtraction version for review. 
 * Independent Practice:**

For accelerated students- provide them with story problems that include double digit numbers. For students needing extra support- provide story problem worksheet with part of a diagram already created (example for guided practice: problem 2: have 2 bags already drawn, students add the lollipops. problem 3: have bookshelves already drawn, students add the books to the diagram).
 * Differentiation:**

Have students complete a journal prompt from the overhead. Jane had 4 dogs. Each dog had 5 spots. How many spots do the dogs have in all? Walk around and assess student achievement by checking work and answers.
 * Closure:**


 * Lesson 5**
 * **Teacher**: Karen LaRossa |||| **Grade Level: 2** ||
 * **Date:** |||| **Content Area: Math** ||
 * **Duration:** |||| **School:** ||
 * **Curriculum Guide: Quarter 4** || **Page:** ||

Students will relate mathematical situations involving multiplication to symbolic notation by identifying number sentences to match a story problem.
 * Mastery Objective:**

6.2.4.3 relate mathematical situations involving multiplication and division to symbolic notation and write number sentences
 * Performance Indicator:**

Allow extended work time for problem solving. Limit number of problems presented at a time (ex: half of a worksheet etc) Use of technology resources (calculator, interactive array-see link above) Use of manipulatives and technology to aid in problem solving as needed
 * IEP Objectives (if applicable):**

Assess a concluding objective or alternative assessment Given 3 number sentences that look similar in terms of digits used, students will create a story problem for each number sentence.
 * Assessment/Evaluation:**

Whiteboards Whiteboard markers SMART board Wireless Tablet PC Senteo interactive response system (clickers)
 * Lesson Materials:**

http://www.actionmath.com/GSM2/GSM2wp1.html - Grand Slam Math: Students will use this website to solve multiplication word problems in a baseball themed format. Students send a batter along the baseball field as they correctly answer the problems. http://www.iknowthat.com/com/L3?Area=WordProblems&COOK= Word Problems Practice. Gives students a variety of word problems and asks students to create a number sentence to solve each problem.
 * Technology:**

Judge prior learning Write a number sentence on the board. Ask students to select the word problem that matches the number sentence from a choice of 3 possible answers. Students respond using the clickers. Write a second number sentence on the board. Ask students to create a word problem on their own that would express the number sentence.
 * Activator/Pre-assessment:**

Plan lesson based on prior assessment. Teach students to acquire and use content knowledge in meaningful ways by:
 * Focus Lesson: Whole/Small Group Modeling & Instruction**
 * Engaging students who bring differing background knowledge and learning needs and
 * Providing students with opportunities and creative thinking skills.

Note: students will be given a story problem and several number sentences. Their job is to choose the number sentence that matches the story problem. To prepare for the lesson, write the story problem and 3-4 number sentences on a PowerPoint slide (1 problem per slide). Present the slides from the wireless tablet on to the SMART board.

Story problem #1: Lisa has 2 cars. Each car has 4 wheels on it. How many wheels are there altogether? a. 2 + 4 = 6 b. 4 x 2 = 8 c. 8 - 4 = 4 d. 2 x 4 = 8 *correct choice Using a think-aloud, model the problem solving process. "Ok, I know that there are 2 cars, and each car has 4 wheels. I am going to draw a model of equal groups. (draw a model ... 2 groups of 4). I know that 2 x 4 is like 2 groups of 4. There are 8 wheels in all. So 2 x 4 = 8." Show students how to compare your answer with the answer choices to pick the correct one.

Story problem #2: Kurt has a bucket of toy soldiers. He puts them into 4 equal rows. He places 6 soldiers into each row. How many soldiers does Kurt have? a. 6 x 4 = 24 b. 6 > 4 c. 4 x 6 = 24 d. 24 - 6 = 18 Use the same think-aloud process that you used for the first story problem to work through the problem solving process. Have students answer the problem via clickers.

Support struggling students by working in a small group setting Review concepts from previous lessons (especially less than/greater than, subtraction/addition, and other operation signs)
 * Para Educator’s Role (if applicable):**

Put a story problem on the board: Bobby had 3 ice cream cones. Each ice cream cone had 7 sprinkles. How many sprinkles did he have in all? Put up the number sentences a. 3+7=10 b. 3x7=21 c. 7-3=4 d. 7>3 Have students think-pair-share and discuss which number sentence matches the word problem Then, have the students share their answer by using the clickers and analyzing class data to determine the correct answer. Repeat steps above as needed
 * Guided Practice:**

Have about 10 index cards with word problems and 10 index cards with matching number sentences Students will each get one card and will have to find their partner by matching the correct word problem to the correct number sentence Then, students can work together to create word problems with correlating number sentences to further their understanding Then allow students who are finished to go onto the //Grand Slam Math// or //I Know That: Word Problems// websites to practice identifying and solving number sentences for multiplication math problems. 
 * Independent Practice:**

For accelerated students- have students write their word problems, swap with a partner, and solve their partner's word problem by wiring a number sentence. For struggling students- review repeated addition concept as reminder of the final result of multiplication. Avoid 'distracting' answers in number sentence choices (similar order/pattern of numbers in each possible answer)
 * Differentiation:**


 * Closure:** Students will identify the correct number sentence for 4 story problems. Then students will write a journal entry explaining how they can figure out which number sentence matches a story problem. Ex. To find out if a number sentence matches the problem, I first read the problem carefully. Then I draw a picture to help me think about the problem. Then I write a number sentence that matches the drawing and find the correct number sentence within the answer choices.