2. MODULE 1 LESSON 1 UNDERSTAND EQUAL GROUPS OF AS MULTIPLICATION FIRST MATH LESSON OF THE YEAR!! WOOOOO

3. GROUP COUNTING Let’s count to 20 forward and backward. Watch my fingers to know whether to count up or down. A closed hand means stop. Thumbs up if you understand. 1 2 4 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4. GROUP COUNTING (AGAIN) Let’s count to 20 forward and backward again. This time whisper every other number. Say the other numbers in a regular voice. EXAMPLE – you’ll whisper 1 and speak 2 whisper 3 and speak 4. Thumbs up if you understand. 1 2 4 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5. GROUP COUNTING Let’s count to 20 forward and backward again. This time hum every other number. Say the other numbers in a regular voice. EXAMPLE – you’ll hum for 1 and speak 2 hum for 3 and speak 4. Thumbs up if you understand. 1 2 4 3 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

6. GROUP COUNTING Let’s count to 20 forward and backward again. This time THINK (don’t speak) every other number. Say the other numbers in a regular voice. EXAMPLE – you’ll THINK for 1 and speak 2 THINK for 3 and speak 4. This time I will not show the numbers – so you really need to THINK Thumbs up if you understand. What did we just count by? Turn and talk to a partner.

7. GROUP COUNTING Since we know how to count by twos, let’s practice for a minute more. Watch my hands – I can change direction at ANY TIME… Thumbs up if you understand. THAT WAS

8. PROBLEM OF THE DAY

9. There are 83 girls and 76 boys in the third grade. How many total students are in the third grade? Read the problem. Draw and label Write an equation Write a word sentence 83 GIRLS 76 BOYS ? ? 83 girls 76 boy s TAPE DIAGRAM NUMBER BOND 83 + 76 = ___________ 159 There are 159 total students in third grade.

10. CONCEPT DEVELOPMENT - PROBLEM 1: SKIP-COUNT TO FIND THE TOTAL NUMBER OF OBJECTS. I need ten (10) volunteers to come to the front of the room. Touch your nose if you want to volunteer. When I touch my nose – say how many arms each of you have. 2 arms each! Since we each represent a group of 2 arms, let’s skip-count our volunteers by twos to find how many arms they have altogether. To keep track of our count, students will raise up their arms when we count them. How many raised arms do we have in all? 20!!!

11. CONCEPT DEVELOPMENT - PROBLEM 1: SKIP-COUNT TO FIND THE TOTAL NUMBER OF OBJECTS. How many groups of two did we count to find the total? Turn and whisper to a partner. 10 twos! Does anyone want to explain how they figured it out? I counted the number of volunteers because each person has a group of two arms. Let’s SKIP COUNT to find the total number of arms. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 20 LOOK at the addition sentence. Give me a thumbs up if you think we have the correct number of twos. 10 twos Clap 3 times if you agree that 10 groups of two is 20. 10 groups of 2 is 20

12. CONCEPT DEVELOPMENT – PROBLEM 2: UNDERSTAND THE RELATIONSHIP BETWEEN REPEATED ADDITION, COUNTING GROUPS IN UNIT FORM, & MULTIPLICATION SENTENCES. We have 12 counters. How can we make equal groups of two. How many counters will you put in each group? Show with your fingers. We have 12 counters. How can we make equal groups of two. How many counters will you put in each group? Show with your fingers. Draw the 12 counters in equal groups of 2. When you’re done grouping your counters stand up. Draw the 12 counters in equal groups of 2. When you’re done grouping your counters stand up. How many equal groups of 2 did we make? 6!

13. CONCEPT DEVELOPMENT – PROBLEM 2: UNDERSTAND THE RELATIONSHIP BETWEEN REPEATED ADDITION, COUNTING GROUPS IN UNIT FORM, & MULTIPLICATION SENTENCES. Write an addition sentence to show your groups on your personal white board. (We made six groups of 2) In unit form, how many twos did we add to make 12? 6 twos. 6×2 is another way to write 2+2+2+2+2+2 or 6 twos. PLEASE COPY THIS DOWN IN YOUR NOTEBOOKS

14. CONCEPT DEVELOPMENT PROBLEM 3: WRITE MULTIPLICATION SENTENCES FROM EQUAL GROUPS. These are equal groups. Turn and tell a partner why they are equal. Work with a partner to write a repeated addition sentence and a multiplication sentence for this picture. Stand up when you’re finished.

15. CONCEPT DEVELOPMENT PROBLEM 3: WRITE MULTIPLICATION SENTENCES FROM EQUAL GROUPS. 4+4+3=11 Look at my new drawing and the multiplication sentence I wrote to represent it. Check my work by writing an addition sentence and counting to find the total number of objects. When you’re done do 2 jumping jacks. Cross your arms if you want to explain your thinking. I hear most students disagreeing because my groups are not equal. You are RIGHT… To multiply you must have equal groups

16. PROBLEM SET!!!