One Hundred Hungry Ants – Introduction to the Use of Arrays for Multiplication – 3rd Grade
Rationale:
Standards:
Objective:
Lesson Progression:
Introduction:
· 1 row off 100 ants page
· 2 rows of 50 ants
· 4 rows of 25 ants
· 5 rows of 20 ants
· 10 rows of 10 ants
o After the students have completed their page, collect the pages.
o Laminate the pages to create a book that the class has made to keep in the class library.
Closure:
Assessment:
Other Considerations:
Materials
Sources
Questions
Classroom Setup
Common Misconceptions
Differentiation:
Rationale:
- To show students how arrays (pictures) can be used to solve basic multiplication problems.
- To show how multiplication can be used in everyday life.
Standards:
- CCSS.Math.Content.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
- CCSS.Math.Content.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Objective:
- Students will be able to look at arrays and understand the multiplication problem it represents.
- Students will be able to make and arrange their own arrays to solve basic multiplication problems.
- Students will be able to apply their knowledge of arrays to other multiplication problems besides what is stated in the book.
- Students will be able to notice all the different ways you can make 100.
Lesson Progression:
Introduction:
- Recap on multiplication and what is means. (i.e. 4 x 4 represents that I have 4 groups with 4 objects in it to have a total of 16 objects.)
- Explain what an array is. (i.e. a picture that can better help you understand your multiplication facts.)
- For example: 2 people have 2 candies each. A picture of candies can be drawn with two candies in two rows.
- Introduce the book One Hundred Hungry Ants by Elinor J. Pinczes.
- Read the book One Hundred Hungry Ants to the class.
- After reading the book to the class separate the class into five groups.
- The class will then make their own book and practice making arrays.
- Pass out prepared materials to the groups. (i.e. the page the group will complete, scissors, and glue) o Each group will get a page of the book to complete. On each page students will cut 100 ants and glue them onto their page.
· 1 row off 100 ants page
· 2 rows of 50 ants
· 4 rows of 25 ants
· 5 rows of 20 ants
· 10 rows of 10 ants
o After the students have completed their page, collect the pages.
o Laminate the pages to create a book that the class has made to keep in the class library.
Closure:
- Discuss the different arrays the book showed and talked about.
- Discuss how arrays can help in the solving of basic multiplication problems. (All the objects in the array can be counted to get the answer to the problem. I.e. even though the ants were separated into 2 rows of 50 there were still 100 ants there.)
- Ask the class if they find it easier to use arrays to better understand multiplication.
- Discuss division and how the book can be connected to that. (For this lessons purpose I am focusing mainly on multiplication however, this book can be used to show division as well.)
Assessment:
- Class book can be used for assessment.
- If necessary, a worksheet will be given out and to be completed individually to help me better understand each students understanding of arrays.
Other Considerations:
Materials
- One Hundred Hungry Ants
- Worksheets for each group
- 100 paper ants for each group (to be glued onto the worksheet)
- Scissors
- Glue
- Enough assessment worksheets for each student
Sources
- Mathsalamaders.com (worksheet)
- Teacherspayteachers.com (pages for book)
Questions
- As students to recap on book before they break up in groups to make the book.
- Ask students the different ways the ants arranged themselves in the book and write the answers on the board.
- Ask students that if there were 12 ants, what are the different ways they could have arranged themselves? (1 row of 12, 2 rows of 6, or 3 rows of 4).
Classroom Setup
- Desks will need to be able to be moved into five different groups.
Common Misconceptions
- Students know how to multiply but do not know when to multiply (other then because they were told to do so).
Differentiation:
- Students that need extra help may use a multiplication chart, calculator, or blocks to help them visualize the multiplication problem before gluing the ants down onto their book page.
mathbooklet.pdf | |
File Size: | 1445 kb |
File Type: |
ants.docx | |
File Size: | 209 kb |
File Type: | docx |