Each Orange Had 8 Slices: Multiplying Equal Groups
Resource ID#: 73278
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students will learn how to represent and count equal groups through the use of literature and situational story problems. Using the story Each
Orange Had 8 Slices, students will use manipulatives to create arrays to assist calculation of equal groups. Students will learn to write corresponding
addition and multiplication sentences for the arrays.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Computer Media Player
Instructional Time: 1 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: add, multiply, factor, product, array, skip count
Instructional Component Type(s): Lesson Plan
Resource Collection: Australia 3-5 Math
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Formative Assessment
The teacher will gather information about the students' understanding by monitoring how students create the correct formation of an array corresponding to the given
multiplication situational story problem.
Teacher will assess via direct observation of students' use of manipulatives whether students:
create correct number of equal groups
create correct items per group
correctly total number of total items (product)
correctly create corresponding array
correctly write the corresponding addition and multiplication equations
The teacher can use this information throughout the lesson to determine if students are transferring information from the concrete to the abstract.
The teacher can assist students to display data figuratively and quantitatively correctly in groups, arrays and equations and, then, reteach as necessary.
Feedback to Students
Students will receive immediate feedback about their performance and understanding during the lesson via teacher observation and oral recognition of success.
Teacher will visually assess students' correct visual display of manipulatives to create arrays (both with partners and independently) on white boards, noting correct counting
and recording of equal groups and written addition and multiplication equations.
Students will use teacher feedback to make needed corrections in display of arrays, counting of equal groups and/or written addition and multiplication equations.
Summative Assessment
The teacher will determine if the students have reached the learning targets for this resource by the students' successful completion of:
Correctly displaying manipulatives in an array, labeling the vertical and horizontal axis, counting equal groups and writing corresponding addition/multiplication equations for a
given situational story problem, first with partners and then independently;
Independently create a situational story problem and correctly display manipulatives in an array, labeling the vertical and horizontal axis, counting/labeling equal groups, and
page 1 of 4 writing corresponding both addition and multiplication equations.
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to model multiplication situational problems using manipulatives and solve using repeated addition by accurately stating the number of groups and
the amount in each group.
The student will be able to draw pictures to solve multiplication situation problems and write related number sentences to solve problems.
The student will be able to model multiplication situational problems in arrays.
The student will be able to write a multiplication situational problem and create a corresponding array and multiplication number sentence to solve.
Guiding Questions: What are the guiding questions for this lesson?
How are addition and multiplication related?
What are the important quantities/numbers in the problem?
What do the numbers represent? What does the _______ stand for?
How can you use an array and manipulatives to help you solve a problem?
Label quantities and axes so we all know what they represent.
What mathematical tools can you use to solve the problems?
Can you write an equation to represent this situation?
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to use repeated addition to find the total number of objects arranged in rectangular arrays. Students should be able to write an equation to express
the total as a sum of equal addends.
Students should be able to fluently add within 20 using mental strategies. Know all sums of two one-digit numbers.
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher initiates the lesson by creating an oral situational story involving equal groups to engage students. For example, "I'm going to the beach with my four family
members. Each of us needs to bring a beach towel and our flip flops."
The teacher visually engages students by using manipulatives to correspond to equal groups created. For example, "If I'm going to the beach with my four family
members, that's a total of 5 people." Use manipulatives to represent 5 people as equal groups. Next, determine how many total beach towels are needed. Represent 5
groups of 1 with counters. Create a corresponding addition equation: 1+1+1+1+1=5 towels. Associate repeated addition with multiplication as 5 groups of 1 towel = 5
towels, or 5x1=5 towels. Build corresponding array on whiteboard, writing factor of 5 on the vertical axis (groups) and 1 on the horizontal axis (# per group). Display
manipulatives as five rows of 1 counter.
Next, determine how many flip flops are needed. Represent 5 groups of 2 with counters. Create a corresponding addition equation: 2+2+2+2+2=10 flip flops. Associate
repeated addition with multiplication as 5 groups of 2 flip flops = 10 flip flops, or 5x2=10 flip flops. Build corresponding array on whiteboard, writing factor of 5 on the
vertical axis (groups) and 2 on the horizontal axis (# per group). Display manipulatives as five rows of 2 counters.
Introduce situational story problems using literature.
Read aloud Each Orange Had 8 Slices, by Paul Giganti, Jr. http://safeshare.tv/w/fPPmMRphPi
Read aloud the first time with expression for interest, while pointing to picture clues distinguishing equal groups.
Reread aloud Each Orange Had 8 Slices, stopping on each page to identify equal groups.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After reading Each Orange Had 8 Slices, represent equal groups with counters displayed in arrays on whiteboards. For example: "On my way to the playground, I saw 3
red flowers. Each flower had 6 pretty petals. Each petal had 2 tiny black bugs."
Whole Group: Teacher guides students to determine: "Each _______ had _________." "How many ________ were there?"
Examples:
"Each flower had 6 pretty petals. How many petals were there?" Using counters, build a corresponding array on the whiteboard, writing 3 on the vertical axis (groups) and 6
on the horizontal axis (# per group). Associate repeated addition with multiplication of 3 equal groups of flowers with 6 pretty petals = 18 petals, or 3 x 6 = 18 petals.
page 2 of 4 "Each petal had 2 tiny black bugs. How many bugs were there?" Using counters, build a corresponding array on whiteboard, writing 18 on the vertical axis (groups) and 2 on
the horizontal axis (# per group). Associate repeated addition with multiplication of 18 equal groups of 2 tiny bugs = 36 bugs, or 18 x 2 = 36 bugs.
When appropriate, use the Guiding Questions to probe student thinking and prompt a math discussion about multiplication.
Small Group:Teacher will display situational story problem from Each Orange Had 8 Slices. Partners will work to determine equal groups and build the corresponding array on
their whiteboards. Students will notate the associated repeated addition and multiplication facts. Use teacher observation to assess the students' understanding.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The teacher will distribute copies of various situational stories from Each Orange Had 8 Slices to individual students. Each student independently solves for equal groups
using counters on whiteboards. Students must demonstrate understanding by:
- Writing second factor (#in each group) along horizontal axis
- Displaying counters in correct array formation of equal groups
- Notate problem solving using repeated addition and associated multiplication fact
- Writing first factor (# of groups) along vertical axis
When appropriate, use the Guiding Questions to probe student thinking and prompt a math discussion about multiplication.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will organize knowledge gained in the lesson on an anchor chart and/or table template.
Display example of the story framework: "Each ________ had _______"
Display example of the associated array, visually representing the counters as equal groups and the factors on the vertical and horizontal axis.
Notate the corresponding addition and multiplication equations
Table Template.doc
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with special needs may reference skip count patterns of numbers displayed in the classroom. For example, skip counting by 2, 3, 4, etc.
Students may use a reference table template to assist writing addition and multiplication equations for situational story problems. For example, "____ groups of ______
equals ______."
Table Template.doc
Students may use a hundreds number chart to assist skip counting equal groups.
Students may be provided copies of story situational problems to highlight text describing "number of equal groups" and "number per groups" in different colors, thereby
helping to distinguish each factor in an equation.
Extensions:
Teacher may provide the following possible extensions to the lesson:
Students may be assigned to create multiple situational story problems representing one digit factors.
Students may be assigned a situational story problem to determine a missing factor, when one factor and the product is known.
Storyboard.doc
Suggested Technology: Document Camera, Computer for Presenter, Computer Media Player
Special Materials Needed:
whiteboards and markers
place value blocks and/or counters
Each Orange Had 8 Slices (book or online read aloud version)
anchor chart paper
visual display (sentence strips or anchor chart) of skip count numbers 0-9
student notebooks
Further Recommendations:
Teacher should have prepared visual display of skip count numbers, hundred charts and samples of arrays with corresponding addition and multiplication equations.
Additional Information/Instructions
By Author/Submitter
This lesson addresses math practice standards of modeling with mathematics and look for and make use of structure.
page 3 of 4 SOURCE AND ACCESS INFORMATION
Contributed by: Deborah Kocab
Name of Author/Source: Deborah Kocab
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.3.OA.1.1:
Description
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects
each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
Word problems involving equal groups, arrays, and measurement quantities can be used to build students’
understanding of and skill with multiplication and division, as well as to allow students to demonstrate their
understanding of and skill with these operations.
page 4 of 4