SECOND GRADE
3rd SIX WEEKS
WEEK 4
MULTIPLICATION
D
TEKS
6A
1B, 1F
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Reporting Category
2
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VOCABULARY:
Join
Multiply
Total
Groups
Product
Equal
Concrete Objects
In Each Group
Repeated Addition
Number Sentence
Multiplication Sentence
Sum
Model
Equivalent Sets
In All
Equal Groups
Times
ACTIVITY 1
Materials:
Color tiles/counters
Chart Paper
Paper and pencils
Markers
1.
Multiplication Exploration
Introduce the concept of multiplication using real
world examples.
Say:
How many students?
How many eyes on each student?
How many eyes in all?
3 students.
2 eyes on each student.
6 eyes in total
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Have students use counters to model the problem as they answer each question aloud.
2.
Ask students to brainstorm other parts of the body Possible Responses:
that come in 2s. Record their responses on a chart
or on the board:
C Eyes
C Feet
C Legs
C Hands
C Ears
C Eyebrows
Encourage them to extend their thinking to things Possible Responses
that come in 2s that may be found elsewhere in
their everyday lives.
C Skates
C Socks
C Gloves
C Bike wheels
C Ear muffs
C Sunglasses
Continue modeling multiplication problems using some of these examples.
Second Grade Mathematics Curriculum
3rd Six Weeks: Week 4, Multiplication
© Sharon Wells Mathematics Curriculum, Inc. 2015 - 2016
Page 1
3.
Identifying equal groups of real-world objects. Have students work in small groups. Give each group
a piece of chart paper or ask them to investigate and record things that come in groups of 3, 4, 5, 6, 7,
8, and 10.
Groups of...
3
eyes
ears
arms
shoes
tires on a tricycle
triplets
triangle sides
4
5
sides on a quadrilateral
wheels on a car
legs on a cat
legs on a chair
number of fingers on one hand
toes on a foot
sides on a pentagon
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2
6
7
legs on an insect
6 pack of yogurt
6 pack of juice
sides of a hexagon
days in a week
letters in Monday
continents
sides of a heptagon
8
10
legs on a spider
hamburger buns in a pack
sides on a stop sign
fingers or toes on a person
Bowling pins
Each group may find different examples and data.
Once group work is complete, display the charts and discuss the findings.
3.
Use some of the examples from the charts to generate multiplication problems by following the
procedures below.
a.
Set up the problem
Say: 4 students
2 hands on each student
How many hands?
Second Grade Mathematics Curriculum
3rd Six Weeks: Week 4, Multiplication
© Sharon Wells Mathematics Curriculum, Inc. 2015 - 2016
Page 2
b.
Transition to concrete models of the
problem
Say: Use your counters to illustrate the problem.
Discuss the students’ models.
Start getting students to make the connection between multiplication and addition.
c.
Transition to a sketch of the problem
Say: Sketch the problem on your paper .
(Sketches may vary)
Example: ( CC CC CC CC)
5.
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4.
Continue this problem using examples from the chart for 3's, 5's, 6's, 7's, 8's, and 10's.
4 students.
3 pencils for each student.
How many pencils?
3 boxes of crayons.
8 crayons in each box.
How many crayons?
5 desks.
2 books on each desk.
How many books?
2 rows.
4 chairs in each row.
How many chairs?
Extension - Ask students to divide a paper in 4 equal parts. Have students create 4 problems using the
same procedures above using some of the examples recorded on their charts. Have them write one
problem on each of the 4 sections . Then draw, build and sketch to solve each problem.
Second Grade Mathematics Curriculum
3rd Six Weeks: Week 4, Multiplication
© Sharon Wells Mathematics Curriculum, Inc. 2015 - 2016
Page 3
ACTIVITY 4
Materials:
Blackline Master:
Teacher Copy:
Paper and pencils
1.
Multiplication 4A ( 2 pages) - 4B (5 pages), 1 per student
Multiplication 4A (2 pages)
Using Multiplication 4A, A - G, work each problem with the students. Have students write repeated
addition and multiplication number sentences as they work out each problem to solve.
A
C
D
H
B
F
E
D
C
B
F
J
Practice: Multiplication 4B, 1 - 10
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2.
Practice
1
D
7
C
2
H
8
G
3
B
9
B
4
F
10
H
5
B
6
H
If time is available, have students play the multiplication game from Activity 1.
Second Grade Mathematics Curriculum
3rd Six Weeks: Week 4, Multiplication
© Sharon Wells Mathematics Curriculum, Inc. 2015 - 2016
Page 10
Name _________________________
Multiplication 4A, Page 1
A Shandra has 6 boxes of ice cream bars. Each box has 4 ice cream bars. How
many ice cream bars does Shandra have?
10
18
24
28
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A
B
C
D
Mr. Plowman planted 9 groups of plants in his garden. Each group has 3
plants. How many plants were in the garden?
F
G
H
J
27
23
12
29
C A golf coach has 5 classes each day. If there are 5 students in each class, how
many students does the coach have?
A
B
C
D
30
25
20
10
Second Grade: 3rd Six Weeks, Week 4, Multiplication
© Sharon Wells Mathematics Curriculum, Inc. 2015 - 2016
Name _________________________
Multiplication 4A, Page 2
For D - G, use counters to show equal groups. Then sketch to solve.
D A baker placed 6 donuts in each of the 3 boxes. One of the boxes is shown
below.
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How many donuts were in the 3 boxes?
F
12
G
6
H
18
J
16
A photographer placed 5 cameras on each of 4 shelves. One of the shelves is
shown below.
How many cameras did the photographer have on the 4 shelves?
A
B
C
D
F
5
15
9
20
Ned has 2 baskets. He has 9 blocks in each basket. How many blocks does he
have in all?
F
G
H
J
11
14
16
18
Second Grade: 3rd Six Weeks, Week 4, Multiplication
© Sharon Wells Mathematics Curriculum, Inc. 2015 - 2016