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Here’s a lesson on One Digit Multiplication by Repeated Addition
3, 2, 1
Title – One digit multiplication with repeated addition
By – Kristy Brooten
Primary Subject – Math
Secondary Subjects –
Grade Level – 1-3
Concept to be taught: One digit multiplication with repeated addition using grouping of real objects and pictures
I. Objectives: TSWBAT organize objects into equal groups, picture grouping, write repeated addition (actual numbers)representative of grouping
II. Prerequisite skills:
One digit addition (standard algorithm)
Kids, worksheets, overhead
IV. NCTM Standards addressed:
Mathematics as problem-solving.
Mathematics as reasoning.
Mathematics as communication.
Mathematics as connections.
Concepts of whole number operations.
Whole number computation.
V. Lesson Development:
How many eyes do four kids have?
Figure out in groups of four. Question about strategies as they work: what is your group doing? Share strategies with class. Some group will probably count by twos – highlight this idea of GROUPING. If no one comes up with it, ask, “What patterns do you see?” Lead into idea of grouping and adding.
B. Information Getting
Let’s draw a picture of what we just did. Draw four faces (two eyes each). Circle groups of two eyes. To find the total number of eyes, we added 2 + 2 + 2 + 2 which equals 8. Write what we did under picture. This is what multiplication is, repeated addition!
Let’s try another problem: how many eyes do three kids have?
Draw picture, circle groups of two, write number and add. How many arms do 5 kids have? How many ears do six kids have? (Use real kids in addition to pictures if they still need to see real objects. Otherwise, just use picture from this point on.)
Pairs: How many legs do seven kids have? (Write question on board.) Have two sets of pairs compute on board, discuss. If need more practice, how many eyes do 6 kids have?
Pairs: worksheet – How many feet do five kids have? Draw a picture, circle your groups, and write out your repeated addition.
Share pair work. Go over step-by-step process on overhead.
Summarize by questioning – when I want to multiply (which, remember, we said is repeated addition), what do I do first? Second? Third?
Pairs: Worksheet – How many hands do 4 kids have?
When finished, compare with the group next to you.
Within math: 1 digit addition
To life: real life problem
VII. Special needs adaptations
Working in pairs
Use of half-page worksheets
Independent practice worksheet (print out as half-sheet):
How many feet do 5 kids have?
Evaluation worksheet (print out as half-sheet):
How many hands do 4 kids have?
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