Lesson Time 11:25 12:25 Room 11 Delivered by Ms Yu Chenli

Wk1 Lesson 1 Tuesday 11th November 2014 Year 2 set 1 – Ms Barker’s maths group – 32 pupils

Lesson time – 11:25 – 12:25 Room 11 Delivered by – Ms Yu Chenli

Observers – Katie B, Ayesha Siddiqa, Liz Turner, Hamna

Topic - multiplication

LO: repeated addition

Content: Introduction of multiplication

Resources - PPT, counters, workbook, etc.

Key vocabulary: addend + addend = sum product factors factor X factor = product

Learning objectives:

1) to understand the meaning of multiplication;

2) know the names of the parts in the multiplication sentence;

3) transform the successive addition sentences which have the same addends into multiplication sentences.

Crucial points:

1. Understanding the meaning of multiplication;

2. Transformation of the successive addition sentences which have the same addends into multiplication sentences.

Difficult points:

1. Understanding the meaning of multiplication;

2. Transformation of the successive addition sentences which have the same addends into multiplication sentences.

Teaching procedure：

I.Lead-in:

Let’s go to the Amusement park today and you’ll find some mathematical problems there. Look at the image of the amusement park. What do you see here? Do you like the tides? The ice cream?

II.Exploration:

1. From addition to multiplication.

① T: Here comes a boat. How many children are there in this boat? (There are 3 children in it.)

T:How many 3s?(1)

[The abovementioned steps will be repeated for 4 times. As follows:] ② T: Another boat comes. How many 3s here? (2)

How many children now? 3+3=6

③ Here come? (4)boats. How many 3s?(6)

How many children? 3+3+3+3+3+3=18

T:According to these addition sentences, what do you notice?

S:Add successively with the same addend.

④ Here come more boats so let’s count (4)

How many 3s?(10)

How many children? 3+3+3+3+3+3+3+3+3+3=30

T(PPT): The number sentence of ten threes is very long, what can I do if I want to write more 3s? What if I had 90 boats? What could I do so that I don’t end up with a very long number sentence? (We can turn it into a multiplication sentence. Model writing this).

Short summary: The successive addition sentences with the same addends can be transformed into the multiplication sentences.

What’s the multiplication sentence?-PPT 10×3=30 multiplication (PPT)

Ask chn to use their fingers to show the addition operation symbol and then ask then to rotate slightly so that it looks like the multiplication symbol. This shows there is a link between the addition and multiplication symbols!

2. T: Let’s read it:

10 × 3 = 30

Factor × Factor = Product

T : What does 10、3 and 30 refer to respectively in the picture?(PPT)

Then ask them to tell their partner - what does 10, 3, 30 mean?

Short summary: When we are doing successive addition, it will be easier if we use multiplication because the number sentence is becoming too long!

III. Simple application：

1. Game: lay and say

Write 3 + 3 = 6 which is 2 boats with how many in each? The 3 is the addend. Beside it write down 2 X 3 = 6. Label 2 and 3 as factor whilst 6 is the product. Say out loud the vocabulary. Use your counters to show 2 X 3 = 6. Chn make different arrays to show 6. Draw a few of these out after chn have a go on their tables for 5 minutes. What is the same between these array representations? What is different? Some are horizontal whilst some are vertical. Which array did you like best?