

Example of student work from this lesson Lesson Plan Title: Multiplication
Word Problems using Different Representations. Name: Nikki
Bianca Description: To solve
two by one digit multiplication word problems using concrete manipulatives,
pictorial representations, and symbols. Rationale:
It is important for students to explore different representations of
numbers and become familiar with multiplication word problems because:
1.
Mathematical word problems are examples of practical applications and
help to show how mathematics
and particularly multiplication is useful in everyday life, thus
bringing meaning to multiplication for the students.
2.
The
3.
The Objectives:
§
Students will have a deeper understanding of the multiplication
operation (why we regroup numbers). §
Students will understand that multiplication is not simply
repeated addition. §
Students will be able to manipulate base10 blocks in an useful
educational way and relate them to actual numbers.
§
Students will be able to draw pictorial representations of numbers
and relate them to actual numbers. Hook:
Ask students to give examples of word problems that require the use of
multiplication (Activating prior knowledge).
Pass out Base10 blocks and pose a question.
“If I wanted to get each of you a king size candy bar that cost 3
dollars, how much money would I need?” Materials:
Base10 blocks, overhead projector, base10 transparencies, pencil and
paper. Activities and Procedures:
1.
Ask students to think of examples of word problems that require the use
of
multiplication.
2.
Pose this question: “If I wanted to buy each student in this class a
king size candy bar that
cost 3 dollars each, how much money would I need?”
Ask if there is any missing
information. Students will
need the number of students in the class to solve this
problem. Count the number of
students in the class. 3.
Write word problem on the board. (I
realize this problem is not difficult and most
students in the class will be able to answer it with ease, but I want
students to
understand how to break a multiplication problem apart).
4.
Pass out Base10 blocks and explain to students that they are going to
use the
manipulatives to break this multiplication problem apart so they can
actually see the
process of regrouping taking place.
5.
Explain what a flat, long, and unit are (They should already be familiar
with these
terms). Ask students to draw
pictures representing the base10 blocks.
6.
Draw picture representations of base10 blocks on the board.
7.
Demonstrate, using the transparency base10 blocks, how the 1 that we
‘carry’ is
actually a 10 in our word problem “How much money will I need to buy
each student
in this class a 3
dollar candy bar”
8.
Pass out the Word Problem Worksheet #1 (attached)
9.
Solve the word problems with students representing numbers with base10
blocks and pictures on board.
10.
10. Some
students will understand this very well and need more
difficult word
problems. Give these students
Word Problem Worksheet #2 (attached)
11. Ask
all students to represent the numbers in the word problems with their base10
blocks and also to draw pictures on their worksheets.
12. Ask
students to flip over their worksheets and describe what they have learned about
multiplication word problems. 13. Collect worksheets 14. Hand out word problem worksheet for homework. Assessment:
The reflection I ask students to write on the back of their worksheet
will help me assess
whether they obtained a deeper understanding of the multiplication
operation. The
answers that students give during class will help me to assess the way
students view
multiplication. §
Students will be able to manipulate base10 blocks in an useful
educational way and relate them to actual numbers.
§
Students will be able to draw pictorial representations of numbers
and relate them to actual numbers.
