Name: Christi Sutton Date: May 14, 2013 Subject: Mathematics Grade Level: 2nd I. Standards: AL.OAL.3..

)Multiplying Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3-OA1] (Preparation for SAT and ARMT). Evaluating numbers II. Objectives: The student will simplify number expressions. The student will learn how to multiply 1 digit numbers together. III. Introductory Activity: Have a students recent aloud multiplication table 0 through 12 IV. Developmental Activity: Review the homework from last night, in the student workbook. Have individual students read and answer questions. Review briefly and answer student questions. Use the whiteboard or the Smart board for guided practice. Answer student questions and use extensive questioning to check comprehension. V. Culminating Activity: Students will work independently to solve problems on worksheet The teacher will move through the classroom assisting as necessary 1.)Activity One: Check to see that all students know the 0's, 1's, 2's, 5's, 10's, 11's facts--- spend the first day drilling on these. Have students say them orally, and show students how to count 5's on their fingers. Use Reese's Pieces Count by Fives Book by Jerry Pallotta to support this skill. (Have bags of Reese's Pieces ready for this activity.)

After practice on these skills, give a 2- or 3-minute timed test on these facts. Keep giving this test each day until students pass with the predetermined accuracy level. As each child passes, keep a chart with his/her time. Students can write down their own time and the teacher could make it a game to try and beat their own time each day. If all students pass, celebrate with treats, a popcorn party or free time, etc. (The website below has copies of the practice times tables.) (Multiplication) This site has printable sheets to help students practice their multiplication facts.

2.)Activity Two: Teach the 3 times tables. Students use their hands to count out "0,3,6,9,12,15,18,21,24,27,30". Use the 3s flash cards to complete a drill. Divide the class into teams and have them compete against each other or divide them with partners and let them drill each other. Allow each student to say his 3's in front of the class. Use the three's all day...line up three by three, leave class to get snack three by three, sharpen three pencils at a time, etc.

3.)Activity Three: Teach the 9s tables. Make a set of HUGE hands, cut from bendable poster board, or use hospital gloves and blow them up like a balloon. Number the fingers on the hands from 1 to 10. Use these hands to show that, for example, 9x4, can be visually seen by bending down the 4th finger and there you have 3 and 6 fingers (36). Practice and drill on this activity. All students need to do the finger bending themselves with their own hands. In this way, they learn that they always have their nine times tables with them!! Also, teach that, for example, 9x7 starts with a "6", 9x5 starts with "4", 9x4 starts with a "3", etc. Teach that the two digits of the answers equal 9 -- example, 36=3+6, 45=4+5, 81=8+1, etc. Drill on these and our previously learned facts each day. Give a three and nine times table timed test on this day. Use a chart again to chart progress and record times and mastery of skill.

4.)Activity Four: This is the day to teach some of the harder facts: 7x6=42!!!

Make a big glittery sign for this. (Do whatever it takes to get this fact to stick!) Then teach the facts that rhyme: 6x6=36, 6x4=24, 6x8=48. Sing them, rap them, say them, etc. Next, teach these poems, which kids enjoy: 7x7 is 49, you are cool, you are fine. 8x8 is 64, close your mouth and shut the door. (As part of a language arts assignment, let students make up their own poems and rhymes about some of the math facts.) Next teach "5,6,7,8.....56=7x8" Once the students learn the 0's, 1's, 2's, 5's, 10's, 11's, 3's, and 9's, the only facts left are: 4x4=16 4x6=24 4x7=28 4x8=32 6x6=36 6x7=42 6x8=48 7x7=49 7x8=56 8x8=64. Students have only 10 facts to learn. Seven of these facts have raps, rhymes, etc. to help facilitate learning. Put these 10 remaining facts on flash cards. Give each child two sets of flash cards -- one for home and one for school. Allow each student to drill with a partner.

5.)Allow students to practice multiplication facts using the websites below. (Multiplication Table Applet) This site helps students learn multiplication using a table.

6.)Website: (Interactive Flash Cards) This site has interactive flash cards for students to use.

7.)Website: (Internet Games) This site has many links to different Internet multiplication games for students. VI. Assessment: The teacher will assess students' multiplication sheets for accuracy.

Informal assessment based on observation of work and answers in class. Homework will be collected and assessed for adequate progress. VII. Modifications for Special Needs: The student who has self-control issues will be seated away from other students. The challenged students will be assisted by the Special Education aide and have leveled material from A-math for their use. The student with a moderate vision problem will be seated near the board and reminded that he must wear his glasses. The more gifted learners who finish early may be allowed to work on the homework assignment or be provided with a math puzzle to solve. VIII. Resources: Computer PowerPoint, transparency, or Smart Notebook file Smartboard with markers and eraser Whiteboard with markers and eraser Projector

 Pencils and paper Lapboards, markers, and erasers. Student and teachers edition Mathematics books, Student workbooks. POD slide #18 IX. Alternate Activities: Students who finish early will be allowed to work on the homework assignment In the event of computer or projector failure, the overhead projector may be used or depictions may be rendered on the whiteboard. X. Self-Reflection: After teaching these lessons I noticed some kids need more of a visual aide to help them understand multiplying.