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# Multiplication

Multiplication. Olivia Assmann. Question. Essential Question: Be able to complete all basic multiplication from 1 to 12. Unit Question: Use the multiplication tables learned to answer words problems. TEKS.

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## Multiplication

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1. Multiplication Olivia Assmann

2. Question • Essential Question: • Be able to complete all basic multiplication from 1 to 12. • Unit Question: • Use the multiplication tables learned to answer words problems.

3. TEKS 111.11. Implementation of Texas Essential Knowledge and Skills for Mathematics, Grades K-5. 111.15. Mathematics, Grade 3. (b) Knowledge and Skills (4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to: (A) learn and apply multiplication facts through 12 by 12 using concrete models and objects; (B) Solve and record multiplication problems (up to two digits times one digit; and (C) use models to solve division problems and use number sentences to record the solutions.

4. What Skills I Want My Students to Master • Basic multiplication skills. • Using multiplication skills learned to answer word problems. • Be able to quickly answer multiplication questions written out as tests.

5. Level of Activities based on Bloom’s Taxonomy • The level of Bloom’s Taxonomy that the activities will cover are Knowledge, Comprehension, Application, Analysis, and Synthesize. • The knowledge level of Bloom’s Taxonomy is achieved/covered in the students using a series of methods to memorize the times tables. • The comprehension level of Bloom’s Taxonomy is achieved/covered in the students expressing their knowledge of the tables through means of performing a drama. • The application level of Bloom’s Taxonomy is achieved/covered in the students illustrating an example of their knowledge of the times tables. • The analysis level of Bloom’s Taxonomy is achieved/covered in the students using learned methods of checking their answers and backtracking to ensure that they completed the multiplication problems correctly. • The classroom multiplication book falls under the category of Synthesize, because together the students would be developing, designing, and combining a book.

6. Strategies for the Individual, Small Group, or Class Instruction • Practice tests of randomized multiplication questions. • Have the students assemble times tables on graph paper. • Use small colored objects/toys to help students develop multiplication skills. • Students would divide into groups and each group write a page on instructions/tricks for one of the numbers (multiples) of the times tables they learned; after all groups finish, the pages would be put together and assembled in order (0x tables to 12x tables) as a book and copies of the books made and given to each student. • The students would create cartoons and/or create a dramatization to be performed, displaying a story that shows how to multiply certain numbers.

7. References/Credits • http://www.multiplication.com/

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