This is a lesson about recognizing multiplication through grouping
Published on Nov 22, 2015
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PRESENTATION OUTLINE
This is a lesson about recognizing multiplication through grouping
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What does Ms. Tatum need to think about when preparing for class?
Ms. Tatem is preparing suppies for her students. She needs to make sure
that each of her 5 groups has the same number of each supply. Is she ready
Teacher's Notes
The goal of this task is to provide students with opportunities to explore different situations requiring equal groups for multiplication. These questions are intended to be used with individual students or small groups as they work on the task.
General Task Questions
What is the task asking you to do?
What information do you have?
How can you use the drawings to help you?
Task-Specific Questions
Which sections did Mrs. Tatum prepare enough supplies for her students? How many did she need?
Which sections did Mrs. Tatum not finish preparing the supplies for her students? How many does she need?
Explain to Mrs. Tatum which supplies are not prepared and how she can fix them.
How do equal groups help finding the total easier?
How can you model each supply with an equation?
Common Misconceptions/Errors:
Students do not ensure there are the correct number of groups. In the glue bottles image, there are 4 groups of 2 glue bottles, but the task requires 5 equal groups.
Students do not ensure groups are equal. In the eraser image, there are 5 groups, but the middle group is not equal to the other 4 groups.
Possible Solution Paths:
Students may skip-count by the number of items for each supply (5s for the pencils, 2s for the glue bottles, 4s for the erasers, and 3s for the scissors).
Students may use repeated addition to find the total number needed for each supply.
Students may recognize that they can use multiplication sentences to find the total number needed for each supply.
The goal of this task is to provide students with opportunities to explore different situations requiring equal groups for multiplication. These questions are intended to be used with individual students or small groups as they work on the task.
General Task Questions
What is the task asking you to do?
What information do you have?
How can you use the drawings to help you?
Task-Specific Questions
Which sections did Mrs. Tatum prepare enough supplies for her students? How many did she need?
Which sections did Mrs. Tatum not finish preparing the supplies for her students? How many does she need?
Explain to Mrs. Tatum which supplies are not prepared and how she can fix them.
How do equal groups help finding the total easier?
How can you model each supply with an equation?
Common Misconceptions/Errors:
Students do not ensure there are the correct number of groups. In the glue bottles image, there are 4 groups of 2 glue bottles, but the task requires 5 equal groups.
Students do not ensure groups are equal. In the eraser image, there are 5 groups, but the middle group is not equal to the other 4 groups.
Possible Solution Paths:
Students may skip-count by the number of items for each supply (5s for the pencils, 2s for the glue bottles, 4s for the erasers, and 3s for the scissors).
Students may use repeated addition to find the total number needed for each supply.
Students may recognize that they can use multiplication sentences to find the total number needed for each supply.
Now she needs to add crayons, highlighters, and rulers to the supply list.
How many might she need for the class?
