This lesson, as well as the remaining three lessons in this unit, make significant use of the Distance, Speed and Time Simulation from NCTM's E-Examples.
Before attempting this or any of the following lessons, use the
applet on your own to ensure that you are familiar with all of its
buttons and features.
Begin this lesson by having students take out the individual Fact Mastery Record that they began in the last lesson.
Have them choose two facts that they will learn next. Ask them
to draw a number line model of each fact on a file card and describe to
a partner how each product was obtained. On the back of each file card,
they should write the corresponding equation. Tell students to review
these facts several times during the day, and encourage them to take
the cards home and practice with their family. (The next day, test each
student privately on the two facts. If the answers are given rapidly
and correctly, direct the student to blacken in these facts on their
Fact Mastery Record. Continue this strategy until all the facts have
Project the Distance, Speed and Time Simulation,
one of the NCTM E‑Examples, using an overhead projector, or allow
students to bring up this simulation on computers, if Internet
connections are available. Call on a volunteer to choose whether the
boy or the girl will be used to model a multiplication fact. If the
girl was chosen, click on the picture of the boy just above the
"starting position" box; this will remove him from the simulation. (If
the boy was chosen, then click on the pitcure of the girl instead.)
Establish the girl’s step size (i.e., stride length) using the
arrows at the bottom of the applet. The step size can be any number
from 1 to 15. Hit the PLAY button, and let students watch the
| || |
|Play ||Step Forward |
Then ask, "How many strides do you think she took to get to the
tree?" Allow students enough time to make a prediction; then, hit the
STOP button, and run the simulation again, this time using the STEP
FORWARD button. Each time you click on the STEP FORWARD button, the
runner will move ahead one stride; students should count aloud each
time the girl takes a step forward. (Note that for some stride lengths,
you will not want to continue all the way to the end. For stride
lengths of 2, 4, and 5, the runner will end exactly at 100. For other
stride lengths, the runner will move all the way to 100, but the last
stride will not be a full stride; however, this is not reflected in the
applet. For instance, if a runner moves with stride length 6, she will
move to 6, 12, 18, ..., 90, 96; on her next step, however, she will
move to 100, which is only a stride of length 4. From the applet,
however, there is no way to know that this last step was shorter than
the others, and a student may get the false impression that 100 is a
multiple of 6.)
At some point in the middle, pause the runner, and ask
students to generate an equation that represents the situation. The
number of steps will be the first factor, and the runner’s stride
length will be the second factor. (Note that the applet records the
number of strides as "time." For instructional purposes, the unit of
time in lessons 2-4 will be defined as "strides." The designation will
switch to "seconds" in lesson 5.) For instance, if the runner took
7 steps of length 6, the applet will show the total distance as 42. The
corresponding equation would be 7 × 6 = 42.
Reset the runner to the start, and run the simulation again,
setting a different length stride and using a different number of
strides. Continue making changes, and allow students to predict the
results. Ask questions like, "How far will she go if she takes
three strides of length 8?"  Or, "How many strides of length 6 will
she need to take to get to 36?"  Call students’ attention to the
graph after each run of the simulation.
Now pair the students and distribute two dice to each pair. Also give them two copies of the Number Lines activity sheet.
Ask them to take turns rolling the dice, using the two numbers
as factors in a multiplication number sentence. They should model the
multiplication sentence on the number line, and then say the fact
aloud. For instance, if a student rolled a 2 and a 6, he would draw,
write and say the following:
|2 × 6 = 12 |
|"Two hops of 6 equals 12." |
As some students work on this task, assign other pairs to use the applet to model and then record multiplication facts.
At this time in the unit, students should be able to do the following:
- Model multiplication on the number line
- Predict the product of two factors
The guiding questions above may assist you in assessing your
students’ level of understanding, but others may suggest themselves as
you talk with your students. You may find it helpful add to your
recordings on the Class Notes
recording sheet that you began earlier in this unit. This data will be
helpful as you plan strategies for regrouping students in future
Questions for Students
How would you model three strides of 2 on the number line? What equation does this represent? How would you model two strides of 3? What equation does this represent? What is alike about these equations? What is different?
[Three strides of 2 and two strides of 3 both end at 6 on the number line. The first situation represents 3 × 2 = 6, and the second situation represents 2 × 3 = 6. The only difference between these two equations is the order in which the factors appear. The final product, however, is the same.]
What numbers do you land on when you set the stride length to 2? ...when you set it to 3?
[For 2, you land on 2, 4, 6, 8, 10, ..., and all even numbers.
For 2, you land on 3, 6, 9, 12, 15, ..., and all multiples of 3.]
Which multiplication facts are you sure of? Which two facts will you learn for tomorrow?
[Answers will vary, but it is important to have students answer this question and commit to learning two new facts each day.]
- Which pairs worked most effectively together? Which pairs were less effective?
- Which students used the applet with ease?
- Which students could model multiplication on the number line
and record the product? What instructional experiences do they need
- Which students could not yet model multiplication on the number line? What instructional experiences do they need?
- Which students have learned two multiplication facts by heart
since yesterday? Which students did not? How can I motivate these
students to learn the products for the chosen pairs of factors?
- What adjustments should I make the next time I teach this lesson?