Using+Graphic+Organizers+in+Math

Becky Kostopolus, Nicole Senbeil, Megan Eaton, & Traci Barnes

Hello Ladies~ Just checking out the wiki space. Hope you guys are having a good break. Becky

This is cool! Have a great week:) Megan

Glad you like it Megan- I'm trying to check the pages every day or so. Feel free to post a question for me here if you'd like! -Lucky

Megan, we will look at your contributions on Thurs. If we don't talk to you before then, we will likely post an updated version of our lesson plan. Becky
 * ||  |||||||||||| ===  I. Content of Lesson (Topic/Key Concept):  ===

Grade level: 3rd Grade Subject: Math
**Classroom Description:** ||
 * Date: March 29, 2010 **


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|||| ===Connections: ===

|| The students will be able to multiply multi-digit numbers by a multi-digit number at a 90% accuracy rate. ||
 * ||  |||||||||||| ===Goal(s)/Objective(s) of the Lesson: ===


 * ||  |||||||||||| ====== Assessment Targets and Methods :  ====== ||

The students will need to have a basic understanding of single digit multiplication and addition facts. ||
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 * ||  |||||||||||| **Prior Knowledge: **

Individualized Behavior Plans: Three students each have their own behavior plan in which they track how their day is going by the half hour. They will circle a happy face or a sad face, depending on the choices they made. The teacher will monitor the student’s choices throughout the day, by verbally complimenting the students. Class Behavior Plan: Card system, if a student is making a poor choice, you simple ask them to pull a card and the student will pull their own card. There are four cards, green, yellow, red and blue. Each student will start on a green card. A yellow card means the student made one poor choice throughout the day. A red card means they must say in for recess and that the student has made two poor choices. A blue card means that a call home or a visit to the principal’s office is needed, which means that the student has made three or more poor choices. ||
 * ||  |||||||||||| **Classroom Management: **

[] : A wonderful explanation for students to gain a deeper understanding of lattice. You tube video: [] ||  ||||||   ||
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 * ||  |||||| Smart board template of lattice used in lattice multiplication.


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 * ||  || **Advanced Preparation ** ||   |||||||||| The teacher will prepare multiple examples of multiplying multi-digit numbers by multi-digit numbers. The teacher will also create a template that students will be able to use to complete examples of multiplying. ||

Students will write down all the multiplication facts of 2 on their white boards. The teacher will walk around and check the student’s board for accuracy. Students will write down all the multiplication facts of 3 on their white boards. The teacher will walk around and check the student’s board for accuracy. This procedure will continue to check student’s accuracy. ||  |||||| <span style="color: #000000; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">Today we are going to learn how to multiply multi-digit numbers by multi-digit numbers. We are going to begin by practicing our multiplication facts. My friends will you please get your white boards and a dry erase marker out. On your white board please write as many multiplication facts of 2. What is 2 *1, 2*2, 2*3 and etc? ||  || <span style="color: #000000; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">This is a great way to activate prior knowledge of multiplication facts. ||
 * ||  || =<span style="color: #000000; font-family: 'Arial Narrow','sans-serif';">Lesson = |||||| = Questions for Learners = || =<span style="color: #000000; font-family: 'Arial Narrow','sans-serif';">Rationale Statements = ||
 * **<span style="color: #000000; font-family: 'Arial Narrow','sans-serif';">Introduction ** ||  ||

Now ask the students if they want to practice the trick again? Write 51 * 23= on the board. On the board draw a square that is divided into four equal squares. Next, draw a diagonal through each box from upper right corner to lower corner, continue drawing the line past the outside of the box. Use the saying: “Corner to corner, and out the door”. Now, ask the students, “What they are trying to multiply?” Write the number 51 on the top side, the number 5 on top of one box and the number 1 on top of the other box. Now, ask the students what are they multiplying 51 by? Write 23 on the right hand side of the box. Write the number 2 on the top right hand box and the number 3 outside the bottom right hand box. Now explain to the students that they will be using their basic multiplication facts to solve 51*23 =. Now model that each square that has a diagonal means ones and tens. Model 5*2 = 10 this means 0 ones and 1 tens in the square. Model how to write this in the square. Next model 1*2 = 2 which means 2 ones and 0 tens in the square. Model how to write this in the square. Continue to model 5*3=15 which means 1 tens and 5 ones. Model how to write this in the square. Continue to model 1*3=3 which means 0 ten and 3 ones. Model how to write this in the square. Now add the numbers in the grid along the diagonals, starting from the lower right corner. “Ride the slide”, students will enjoy this saying. Now write down the number starting from down the left of the grid and continuing across the bottom. Write 1153 on the board. Next ask the students what is the 5768, five thousand seven hundred eight. Now ask the students if they want to help you practice the trick again? Write 26*37= on the board. On the board draw a square that is divided into four equal squares. Next, ask a student to draw a diagonal through each box from upper right corner to lower corner, continue drawing the line past the outside of the box. Use the saying: “Corner to corner, and out the door”. Now, ask the students, “What they are trying to multiply?” Ask a student to write the number 26 on the top side, the number 2 on top of one box and the number 6 on top of the other box. Now, ask the students what are they multiplying 26 by? Ask a student to write 37 on the right hand side of the box. Write the number 3 on the top right hand box and the number 7 outside the bottom right hand box. Now explain to the students that they will be using their basic multiplication facts to solve 26*37 =. Now ask a student to model that each square that has a diagonal means ones and tens. Model 2*3= 6 this means 6 ones and 0 tens in the square. Model how to write this in the square. Next ask a student to model 6*3=18 which means 8 ones and 1 tens in the square. Model how to write this in the square. Continue to ask a student to model 5*3=15 which means 1 tens and 5 ones. Model how to write this in the square. Continue to ask a student to model 2*7=14 which means 1 ten and 4 ones. Model how to write this in the square. Now add the numbers in the grid along the diagonals, starting from the lower right corner. “Ride the slide”, students will enjoy this saying. Now <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">write down the number starting from down the left of the grid and continuing across the bottom. ( I am having difficulty explaining how to carry ) <span style="color: red; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">I have: 2 teacher led examples 1 student example ||  |||||| <span style="color: #000000; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;"> ||   ||   ||
 * **<span style="color: #000000; font-family: 'Arial Narrow','sans-serif';">Core Instruction ** ||  || <span style="color: #000000; font-family: 'Arial Narrow','sans-serif'; font-size: 11pt;">The teacher will write 32 *18 = on the board. Ask the students if they know how to multiply to solve this equation. Tell the students that you are going to teach them a “trick” to use when solving multi-digit multiplication. On the board draw a square that is divided into four equal squares. Next, draw a diagonal through each box from upper right corner to lower corner, continue drawing the line past the outside of the box. Use the saying: “Corner to corner, and out the door”. Now, ask the students, “What they are trying to multiply?” Write the number 32 on the top side, the number 3 on top of one box and the number 2 on top of the other box. Now, ask the students what are they multiplying 32 by? Write 18 on the right hand side of the box. Write the number 1 on the top right hand box and the number 8 outside the bottom right hand box. Now explain to the students that they will be using their basic multiplication facts to solve 32 *18 =. Now model that each square that has a diagonal means ones and tens. Model 3 *1 = 3 this means 3 ones and 0 tens in the square. Model how to write this in the square. Next model 2 *1 = 2 which means 2 ones and 0 tens in the square. Model how to write this in the square. Continue to model 3 *8= 24 which means 2 tens and 4 ones. Model how to write this in the square. Continue to model 2 *8 = 16 which means 1 ten and 6 ones. Model how to write this in the square. Now add the numbers in the grid along the diagonals, starting from the lower right corner. “Ride the slide”, students will enjoy this saying. Now write down the number starting from down the left of the grid and continuing across the bottom. Write 05768 on the board. Ask the students if you need the 0? Next ask the students what is the 5768, Five thousand seven hundred sixty eight. Explain that this is the answer to 32 *18.


 * **<span style="color: #000000; font-family: 'Arial Narrow','sans-serif';">Closure ** ||  ||   ||   ||||||   ||   ||   ||


 * **<span style="color: #000000; font-family: 'Arial Narrow','sans-serif';">Adjustments ** ||  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;"> ||   ||||||   ||   ||   ||



**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 14pt;">LESSON ASSESSMENT / CRITIQUE **
 * **<span style="font-family: 'Arial Narrow','sans-serif';">I think the lesson went…. ** || **<span style="font-family: 'Arial Narrow','sans-serif';">What I liked: ** || **<span style="font-family: 'Arial Narrow','sans-serif';">What I would change: ** ||