Description

Engage students using literature and art to apply the principals of multiplication with three or more factors.

Materials

- [Each Orange Had 8 Slices, A Counting Book]
- 9 X 12 Drawing paper
- Crayons or markers for each student
- Copies of the checklist
- 1 Apple
- A knife
- Transparency of story template
- Overhead projector

Procedures

1. Students should have knowledge of multiplication facts as a prerequisite to teaching this lesson. Students should know that multiplication is repeated addition.

2. Hold up an apple and ask students if they have ever eaten an apple and counted the seeds inside. Cut the apple into quarters and ask students how many equal pieces there are. Invoke answers from students that there are four.

3. Take the seeds out of one of the pieces and count them with the students. Ask students to determine how many seeds would be in the apple if each piece has the same number of seeds as the ones just counted. Allow students to determine the answer by multiplication or repeated addition.

4. Pose the question, “If I had six apples just like this one, how many seeds would there be in all?” Have students give the number sentence required to answer this question. Work the equation on the board with the students.

5. Read the book, [Each Orange Had 8 Slices], by Paul Giganti Jr., pausing to allow the students to answer the questions posed on each page.

6. Explain that the students will illustrate their own multiplication stories using 9 X 12 drawing paper, and the story template, which is similar to the format in the book.

7. Show the template transparency on the overhead projector and demonstrate how students should write their own stories.

8. Invoke ideas from the students to fill in the blanks on the story template transparency. Complete the template with the students and suggest ways it can be illustrated. Encourage students to think of places, activities, animals, or things that are familiar to them, which they can draw.

9. Hand out the drawing paper, and clean the story template transparency. Hand out a copy of the checklist to each student, and explain that this activity will be assessed using the criteria on the checklist.

10. Allow 45 – 60 minutes for the students to write their stories and complete their illustrations.

11. Circulate about the room providing feedback to students as they work. Make sure students write their multiplication story correctly before working on their illustrations. Extra time can be given for students who want to complete the coloring of their illustrations.

12. If time allows, have volunteers share their stories and illustrations with the class.

Extensions

Create a class book of multiplications stories created during this lesson for students to read .