TLC: Name of Team s2

Logistics for TLC Team Planning

Name School Phone Home Email Tiffany Dell Shasta Meadows Donna Dowling Lassen View Michelle Larson Mistletoe ErleeDawn Eoff Boulder Creek Jody Sherriff K-12 Alliance

Meeting date/time/location on teaching day: 9/24/08 –7:45–Lassen View Off Bechelli Lane – Loma Vista

1st Lesson 2nd Lesson School site Lassen View Mistletoe Teacher’s name Donna (rm 14) Michelle (rm 204) Time frame 8:45-9:45 1:00-2:00 Time of debrief 9:45-11:00 2:00-2:45 Room for team to meet

Materials Needed for Lesson Who is responsible? 13 baggies each w/72 cubes Donna Grid paper (40 sheets) Michelle 2-9 digit tiles in baggies All Teamwork game sheet Tiffany Teamwork log sheet ErleeDawn Re do quick check Michelle Toss and Talk Over head and extend Erlee Dawn

Who is typing the lesson and making copies for the team? Jody

Who is making the student data sheet and making copies? Tiffany & Michelle

Who will invite the principal or other key site/district personnel? Donna & Michelle Conceptual Flow

Multiplication is used in many forms of math, i.e., division, area perimeter, geometry, algebra.

Multiplication has many patterns. o Multiplication is repeated addition. o Skip counting can be used for multiplying. o Arrays are pictures of multiplication. Arrays are object arranged in equal rows. o Making groups can show multiplication. There are properties that help in multiplication. o The commutative property states that axb=bxa TLC: Shasta #6 Planning: 9/17/08 Teaching: 9/24/08 Location: Lassen View and Mistletoe Teaching Times: 8:45-9:45 (Donna) & 1:00-2:00 (Michelle)

Lesson Concept: Multiplication has many patterns.

Standard(s):

Teacher Does Student Does Concept Engage: Arrays are objects arranged in I have 6 bricks and I am going to build a wall. equal rows. Think aloud and model building a wall 2 bricks high and 3 bricks wide. Model build a wall 1 Work with a partner and use grid paper to brick high and 6 bricks wide. draw possible walls Marcie could build. Marcie has 24 bricks to build a wall and she is going to use all 24 bricks to build her wall. The wall must be flat on top and flat at each side and flat on the bottom. What are some of the wall sizes that Marcie could build? Give students each their own grid paper and 24 blocks for them to build a wall. ESR: A wall 3 bricks high and 8 bricks wide; 6 wide and 4 bricks high Someone share a wall that Marcie could build

On the board: 24 3 X 8 6 X 4 2 X 12 The arrangement of rows and columns (the bricks) on your recording sheet is called an array. The numbers 3 & 8 are factors of the number 24. Today we are going to be doing some games that will help us understand number patterns and factors. Explore: Multiplication can be shown using The first game we are going to do is called arrays. Teamwork. Teamwork is going to be played with a partner. Each set of partners will get a baggie of number tiles with the digits of 2 thru 9.

First, player one chooses two tiles without looking . Put each tile on the factor squares on Choose 2 tiles. Make the array your game sheet. You will build an array for the Record the multiplication number sentence multiplication fact using the digits on your tiles. on the Teamwork log sheet. Continue until Then on your Teamwork log sheet record your all the digits are used. multiplication number sentence. Do not put the tiles back into the baggie. Now player two draws two more tiles. Build the array and record. Repeat until your baggie is empty. Give each student their own “TeamWork” paper. As soon as the first person draws their tiles, the second person goes ahead and draws two tiles. Then both team members are working on their own array at the same time. Then both record on Teamwork log.

Then put the tiles back into the baggie and repeat the process for round 2. Then begin Round 2 – put the digit tiles back into the baggie and repeat the game. Collect all the baggies of materials. Now we are going to share the data we have collected.

Have a chart to display that has all these numbers on it, with room to write multiplication factors under (there will not be more than two facts for any number. (6, 8, 10, 12, 14, 15, 16, 18, 20, 21, 24, 27, 28, 30, 32, 35, 36, 40, 42, 45, 48, 54, 56, 63, 72). Raise your hand if you have a product of 18 on your paper. Choose a student to share their factors for 18 record on the board. Does anyone have a different set of factors for 18? Skip counting is related to repeated Raise your hand if you have a product of over 30 ESR: 2x9; 3x6 addition. on your paper. What were your factors? Does anyone have different factors for the same product. We can see that numbers can have different sets of factors.

Now we are going to do one more game that relates to multiplication. We are going to explain how to play this game called “Toss and Talk” Revise th bottom of Toss & Talk so that the answer portion better fits the squares to cover answers (so students can more easily see if they have connected squares to win the game. Each player will be given 10 colored tiles. Each player will use a different color. One player will roll 2 cubes. Find the sum of the two cubes and find the sum in the toss column. Play the Toss and Talk game. Find the missing number in the pattern. Then look at the bottom of the page and find the same number that comes next in the pattern. Cover the number with one of your colored tiles. Be explicit that students are to add the numbers on the dice to determine which problem is the talk and talk they are to do. Then they are done with that number. Read the problem and determine the answer (which finding the answer has nothing to do with the number from the dice). The next player will do the same. If the number in the chart is taken, then player loses a turn. To win the game you must get four connected rectangles. Examples are shown on the bottom of the page. Diagonal patterns do not count as a win.

In this game, did anyone notice a pattern for ESR: I noticed that you could find the last fining the number that belongs in the empty box? number by adding the first number to the last number to get the number in the empty box. Explain: Skip counting is helpful in Distribute the final check assessment. Do final assessment multiplication.

Arrays are pictures of multiplication. Extend: In the Talk and Toss game, what would happen if we wanted to create a new game board using a ESR: By adding the number at the beginning 6th number in the pattern, what new numbers to the last number in the pattern, you can could be put in a new game board? keep going with the numbers. Debrief: How many numbers could be in the pattern? What could be others numbers in the pattern? enVision Games

Team Work

 Work in 2’s or 4’s  Multi steps

Toss & Talk

 Use number cubes  Explain/answer question  Need four connected rectangles to win

Think Together

 Given a question  Four answer choices  Explain answer choice

Clip & Cover

 Use number cubes  Answer questions  Cover answers  Four in a row to win