Inspiration/Lesson Plans

Your Name: Lisa Bartels, Steph Holthaus, Jackie Kentfield, Melissa Schindler
Course-Section: TEAC 259 sec. 003
Your ID: 48470571, 96637405, 80157101

I. Unit Context
1.Summary of the description of the unit theme: The unit centers on the idea of multiplication in the elementary classroom. We hope to establish the basic idea of multiplication up to the 10-times table. By the end of the unit, students will be able to solve basic multiplication problems and learn how to use it in word problems. Since multiplication is one of the most basic skills in math, this skill will help students in the future as they build on these skills and take higher level math classes. By learning basic multiplication, they can also develop skills that will help them in their future careers and everyday life.
2.Target subject area/class: The target area would be elementary school students around third grade. Demographic should not be a huge factor in how the students learn this material. Multiplication is a math skill, and therefore would be taught during the math portion of the day
3.Classroom and Equipments : A standard classroom would be adequate, but one equipped with technologies and a few extra materials would be best. One technology that would be useful is an overhead projector. That way, the teacher could demonstrate problems for everyone to see before they attempted them themselves. Another useful material would be individual whiteboards for every student. Using these, the students could do a problem, erase it, and be prepared for the next one quickly. Computers for each student would be beneficial so that students could use them to view word problems in a Powerpoint presentation that require multiplication and then solve them. Finally, calculators for each student would be useful for them to check the accuracy of their work.

II. Audience
1.General characteristics
Size: About 15 students Age: Third grade, ages 8 to 9
Demographics: Ideally, the classroom would be racially diverse Experience: They would have some experience with math, but little to none with multiplication. They should be able to operate calculators and know all the symbols and numbers necessary to do multiplication.
Attitudes to your class: The class would be enthusiastic about learning multiplication, but prepared for doing difficult work. Interests: Their interests could vary as math can be applied to many areas of life. It is important for teachers to remember that some students will be more comfortable with math than others.

2.Entry competencies
These students will have some prior knowledge of math, like addition and subtraction, so they understand the different numbers and math symbols. Therefore, learning multiplication will add to the skills they already have. They most likely will have used a calculator before, so they should not have much trouble doing this in class. This unit will take a substantial amount of time because there are ten different multiplication tables to learn, and each should take about a day to go over.




III. State Objectives
1. State Goal: The main goal of this lesson is to have the students be able to solve multiplication problems up to the ten-times table. They should be able to see a problem and identify the answer. They should also be able to write out problems and solve them. Finally, they should be able to use their multiplication skills to solve simple word problems that require multiplication up to the ten-times table.

2. State Objective 1
C) After the demonstration of multiplication problems on the overhead, (A) the third-graders should (B) be able to identify the answer to the following problems the teacher writes on the overhead (D) within a few seconds.

3. State Objective 2
C) After the teacher calls out a particular multiplication problem orally, (A) the third-graders should (B) be able to write all parts of the problem down on their individual whiteboards and solve for the answer (D) without having to see the problem on the overhead and without having it demonstrated by the teacher.

4. State Objective 3
C) When presented with a word problem in a Powerpoint presentation requiring multiplication to solve it, (A) the third-graders should (B) be able to set up a multiplication problem and solve for the answer (D) quickly and without help from the teacher.



IV. State Instructional Strategies and Methods
Objective The Names Of the Strategies How to use?
1
Demonstration Demonstration of the problems would allow students to see exactly how to set up and solve a multiplication problem so that they can eventually do it themselves.
2
Drill and Practice

Drill and Practice would be useful in getting the method of multiplication engrained in the students. By doing many problems on the whiteboard, they will become more familiar with multiplication.
3
Problem Solving Problem solving would be useful in teaching students to use multiplication to solve life-like problems. Putting multiplication into word problems would accomplish this.




V. List Resources


http://www.homeschoolmath.net/teaching/md/understanding_word_problems.php
(Word Problem Source)

http://www.abcteach.com/directory/basics/math/multiplication/
(Worksheet Source)







Elementary Multiplication
I. Answer problems given by teacher
A. Demonstration
1. Using the overhead show
a. Show students how to set up and solve problems
(1) Demonstration would help students see how to set up and solve problems
(a) Give the students a worksheet to test their new knowledge
II. Solve problems alone
A. Drill and practice
1. whiteboard
a. Will give the students problems to practice
(1) Extra practice would help the students learn the steps better
(a) Students are able to set up problems on their own
III. Be able to solve word problems
A. Problem Solving
1. Powerpoint presentation
a. Introduce word problems and give students time to interpret and answer
(1) The students will interpret the word problems and work through them on their own
(a) Students are able to solve word problems using multiplication