ObjectivesIn this activity, students will investigate and explore multiplication facts.
The students will:Work in groups to device a plan for making a multiplication matrix Construct a multiplication matrixReflect on the patterns they observe in the matrix
MaterialFor each group1 cm grid paperfull sheets of papergluescissors
For the class36″ X 48″ butcher paper
PreparationMake approximately 10 copies of 1 cm grid paper on colored paper for each group of students. Cut one piece of 36″ X 48″ butcher paper.Start the multiplication matrix by placing four or five rectangles on the matrix.
Procedurea.Mini-lesson:I will begin the lesson by showing the class the multiplication chart I prepared. I will ask pivotal questions to start a discussion, “What do you think this chart shows”?, “What do the side numbers mean”? I will point to a rectangle and ask, “What can you tell me about this rectangle”?
I will hold up a grid paper rectangle with 4 rows of 6 and ask, “How many rows are in this rectangle?, How many squares in each row?, How many in all”? I will then ask the students “Where do you think this rectangle belongs on the chart”? (I will encourage students to use the “rows of” language to help in determining the placement of rectangles on the chart). Next, I will say “Today you will be working in groups to create a multiplication matrix”.
I will tell students that they need to devise a plan to make sure that all of the rectangles they need to show will fit on the butcher paper. I will point to an empty space on the matrix and ask, “What will the rectangle for this space look like?, What equation will you write on it”? We will discuss how although 2 X 4 and 4 X 2 have the same product, the two problems mean different things.
b.Group Work:As students work together to construct the multiplication matrix I will visit with groups and ask some of the following questions:
1.What part of the matrix are you working on now?2.How did you organize the cutting?3.Were there any problems? Tell me about them.4.Did you change your strategy?5.Did you find tricks to make the cutting faster? Show me what you did.
c.Share Session:When the students are done, I will bring them together for a discussion. We will discuss the patterns students notice, matching rectangles that are in different positions on the chart, rectangles that don’t have a match, and how this chart can help memorize the multiplication facts.
d.Follow-upAt home, the students will interview family members about favorite tips for remembering tough multiplication facts.
e.EvaluationStudents will be evaluated based on their oral responses during the mini-lesson and during the share session. They will also be evaluated based on their strategies used during the group work.