Nt1310 Unit 4 Assignment

1. What is the stated objective, purpose, or goal of the lesson that addresses learner outcome(s)? What should students know and be able to demonstrate at the end of the lesson? (Typically stated and/or written on the black/white board/overhead) *

By the end of this lesson the students will be able to use repeated addition and skip counting to solve multiplication problems with multiplicands of 2 and 5. The students will contextualize jumps on a number line as addition equations and apply their thinking to real-world situations and make observations about skip counting and patterns in counting up by twos and fives.

2. What activity will you use to bring students to attention, focus, and activate prior knowledge? (This can be an oral statement, …show more content…
The students will first actively participate, as they will each individually stand up and count when we practice skip counting by twos and fives. The students will then be given two papers, each with pictures of frogs on lily pads. The first picture will show two frogs on each lily pad and the second picture will show 5 frogs on each lily pad. I will also display these images on the overhead projector. The students will be asked to imagine that they have to step across each lily pad and count the frogs as they walk. They will be asked questions about how many frogs are on a specific number of lily pads. They will be asked questions such as, “how many frogs are on four lily pads?” “how many frogs are on 10 lily pads?,” etc. The students will be given the opportunity to explain their thinking and reasoning for their answers. Next the students will be asked questions about how many steps they would need to take to count a specific number of frogs. For example, “how many steps will you need to make to count 10 frogs?” Again, students will be provided with time to explain their thinking. Last, the students will be given a worksheet where they will practice solving multiplication problems through repeated addition. The students will be able to use number lines to assist in answering the problems. I will begin the worksheet by guiding the students through the first few …show more content…
If needed, I will provide additional modeling for how to skip count and how to write and solve a repeated addition problem. Students may also benefit from using hands-on manipulatives to help with counting and grouping. If necessary, I can reteach the lesson by having the students use connecting blocks, cubes, groups of straws, groups of counters, etc. For example, I may have the students take turns to say the steps of twos or fives as they drop cubes at a time into a container. For example, 2 add 2 add 2 add 2 is 8.
As a kinesthetic activity, I may have the students get into groups of 2 and practice counting each group or have students get into groups and hold up their hands to show groups of 5 fingers and then count them.
Another idea to reinforce the skill being taught is to relate the concept to their morning work that they practice every day. Each morning the students practice drawing groups of 5 in tally marks to represent the date and practice counting groups of 10 to determine the amount of days they have been in

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