## Beacon Lesson Plan Library## Math Match Up!## Cindy Jacobs## DescriptionStudents solve problems using multiplication and repeated addition.## ObjectivesThe student explains and demonstrates the meaning of multiplication (for the repeated addition, array, and area models) using manipulatives, drawings, number sentences, and story problems.The student writes number sentences for given situations involving the addition, subtraction, multiplication, and division of whole numbers. The student uses problem-solving strategies to determine the operation needed to solve one-step problems involving addition, subtraction, multiplication, and division of whole numbers. The student solves real-world problems involving addition, subtraction, multiplication, and division of whole numbers using an appropriate method (for example, mental math, paper and pencil, concrete materials, calculator). ## Materials-Counters-Paper -Pencils ## Preparations1. Gather enough counters for each pair of students.2. Place counters inside containers or small plastic bags so they can be readily distributed. 3. Have enough paper available (one sheet per student) 4. Write the ten problems on the chalkboard or a sheet of chart paper. ## Procedures1. Ask students how many toes each person has? (10 toes) Tell students their toes represent 2 groups of 5. On the chalkboard, write5 + 5 = 10. Next, write the multiplication sentence 2 x 5 = 10. State that the number 2 in the multiplication problem represents the number of groups. State that the number 5 represents how many are in each group. Tell students that the 2 and 5 are both factors. State that the answer 10 is the product. 2. Ask students how many wheels there are on 3 pairs of skates if each skate has 4 wheels? Write the addition sentence 4 + 4 + 4 = 12 and 3 x 4 = 12. Help students see that both addition and multiplication can be used to solve this problem. 3. Divide the class into pairs. 4. Pass out a bag of counters to each pair. 5. Give each student a sheet of paper. Instruct each student to fold his/her paper into fourths (four quadrants). Demonstrate this for the students. 6. Tell students you (teacher) will give them some problems to solve. They will solve the problem first with their partners using counters. Then each will write a multiplication and matching addition sentence for the problem in each quadrant of his or her paper. 7. Write the following problems on the chalkboard for students to solve using their counters: * 4 wheels on 3 trucks * 4 wheels on 6 bicycles * 8 crayons in 3 packs * 5 rocks in 3 boxes 8. Make sure that each student creates an addition and multiplication sentence (one addition problem and one multiplication problem in each quadrant) for each problem given above. 9. Give students feedback ( answers) for each problem. 10. Write number sentences (ones below) on the chalkboard. Instruct each student to copy the number sentences on the back of the sheet of paper previously used. Students should leave room beside each problem to create either a matching addition or multiplication number sentence. For example, for the number sentence 5 + 5 = 10, students will write the matching multiplication number sentence 2 X 5 = 10 beside it. If a multiplication number sentence is given, students will write the matching repeated addition number sentence for it. Number Sentences: 1. 5 + 5 = 10 2. 2 x 3 = 6 3. 7 + 7 = 14 4. 6 x 2 = 12 5. 8 + 8 = 16 6. 4 x 2 = 8 7. 5 + 5 + 5 = 15 8. 6 x 4 = 24 9. 3 + 3 + 3 = 9 11. 4 x 5 = 20 12. Tell each student if his/her number sentence is an addition problem, create a matching multiplication number sentence beside it. If his/her number sentence is a multiplication sentence, create a matching addition sentence beside it. ## Assessments1. Observe students as they use their counters to solve/create addition and multiplication sentences.2. Each student should get 8 out of 10 number sentences correct on his/her paper. ## ExtensionsFor an extension, students can create a multiplication number sentence on an index card. Then, he/she can trade cards and write a matching addition sentence for it on a separate card. He or she can do the same thing with addition number sentences. These cards can be taken up and used as a concentration game (match up) in a math center or played in small groups.## Return to the Beacon Lesson Plan Library. |