The students can model these and similar types of problems with: Interlocking cubes Jumps on a number strip Drawing a picture Creating an array After the groups have solved their problems and explained their solutions, present the students with the task of making up their own story problems using the number sentence structure above with the different factors and products. The students can write their problems on index cards and swap with other groups. The students can solve the student created problem on a wipe off board or paper showing their strategies and multiplication sentences. Ask the students to label the two factors and one product in the problem. Ask for volunteers to share the problem and how they got the answers. Did all of the student-created problems work? If some did not work due to wording or values too high, collectively decide how to adjust the problem so it is able to be solved. Return the cards to the owners. Have the owners solve their problem on the back of the index card. The students should also label the factors and product. Collect and review for accuracy and content. Part II: Exploring different types of story problems (whole group/partners) First, begin with comparison problems where possible, using a context as (“times many”), familiar to students. Brainstorm with the class and decide on three separate topics to write their comparison problems. (Possible topic: lunch, pets, toys, types of cards, pencils) For example: Anna has 3 carrots in her lunchbox and Jessie has 3 carrots as times as many Anna. How many carrots does Jessie have in her lunchbox? Have students identify the factors and product in each multiplication problem you solve with the students. Pose a few questions to the whole group and have students solve collaboratively with their partner and then share their thinking. Ask them to pose their own problems using as “times in their problem. They can use index cards, wipe off boards or paper to present their own many” problems to partners to solve. Ask the students to label the two factors and one product in the problem. Share problems, solutions and strategies used. Next, work with several array problems (equivalent groups). Pose problems such as: The students are lined up in 3 teams. Each team has 6 members. How many students are there altogether? Identify and label the two factors and product. Students can use graph paper, peg boards, bead strings, or interlocking cubes to create arrays to solve the problems. Students can then create their own array problem for a partner to solve. Ask
The students can model these and similar types of problems with: Interlocking cubes Jumps on a number strip Drawing a picture Creating an array After the groups have solved their problems and explained their solutions, present the students with the task of making up their own story problems using the number sentence structure above with the different factors and products. The students can write their problems on index cards and swap with other groups. The students can solve the student created problem on a wipe off board or paper showing their strategies and multiplication sentences. Ask the students to label the two factors and one product in the problem. Ask for volunteers to share the problem and how they got the answers. Did all of the student-created problems work? If some did not work due to wording or values too high, collectively decide how to adjust the problem so it is able to be solved. Return the cards to the owners. Have the owners solve their problem on the back of the index card. The students should also label the factors and product. Collect and review for accuracy and content. Part II: Exploring different types of story problems (whole group/partners) First, begin with comparison problems (“times as many”), where possible, using a context familiar to students. Brainstorm with the class and decide on three separate topics to write their comparison problems. (Possible topic: lunch, pets, toys, types of cards, pencils) For example: Anna has 3 carrots in her lunchbox and Jessie has 3 times as many carrots as Anna. How many carrots does Jessie have in her lunchbox? Have students identify the factors and product in each multiplication problem you solve with the students. Pose a few questions to the whole group and have students solve collaboratively with their partner and then share their thinking. Ask them to pose their own problems using “times as many” in their problem. They can use index cards, wipe off boards or paper to present their own problems to partners to solve. Ask the students to label the two factors and one product in the problem. Share problems, solutions and strategies used. Next, work with several array problems (equivalent groups). Pose problems such as: The students are lined up in 3 teams. Each team has 6 members. How many students are there altogether? Identify and label the two factors and product. Students can use graph paper, peg boards, bead strings, or interlocking cubes to create arrays to solve the problems. Students can then create their own array problem for a partner to solve. Ask
3rd-Math-Unit-2.docx