Individual Lesson Plan Rationale: This lesson is to improve upon the students abilities with skip counting and

d getting them more comfortable with multiplication. The lesson is to be a fun way of going over lessons they have previously done just on worksheets. It is important because the students need to be comfortable with the fact that multiplication is skip counting, and visualizing 2x2= two groups of two before they move onto straight multiplication. Core Standards: o 2.OA.1- (Operations and Algebraic thinking) Represent and solve problems involving addition and subtraction. o 2.OA.3- (Operations and Algebraic thinking) Work with equal groups of objects to gain foundations for multiplication. o 2.OA.4- (operations and Algebraic thinking) Work with equal groups to gain foundations for multiplication. o 2.NBT.5- (Number & Operations in base ten) Use place value understanding properties of operations to add and subtract. This lesson is important because it sets up the student for the foundation of multiplication, which will soon lead them to repeated subtraction and division. Objective: Students will be able to review the concept of repeated addition and the connection it makes to multiplication. At the end of the lesson the students should have a full understanding of the link between addition and multiplication.

Lesson Progression First, the students will all gather at the rug, in front of the whiteboard, for review and introduction to the lesson activity. The review on the board will consist of problems, such as Suzie is at the bakery and cant remember how many bagels her mom told her to get. She knows that she needs three bags of bagels with five bagels in each. How many bagels does the baker need to make to give Suzie the correct amount of bagels? (Draw a picture to assist). The problem would be first worked out in the students math journals with the math problem solved accompanied by a picture to support their answer. Next, the students will be introduced to the lesson activity of the day, which will be more of a review as the lesson of skip counting of addition was already introduced.

As an example, I will have two students, picked at random, to come up to the front of the classroom. One of the students will be designated as the baker and one student will be designated the customer. The customer will have a small bag of equations that will have various problems in them. Taking at least two turns each the customers will pull out a problem, like the example that was done for their warm up activity, and hand it to one of the student bakers. The baker will turn around, as if they were going to the back of the bakery, and prepare the customers order using it in a multiplication sentence. As the bakers solve at least two problems (orders) they will switch roles and now become the customer. The customers role isnt simply to give the equation to the baker it is also to check if they are correct. After all students have played the roles of both the baker and the customer and with the help of their partner solve two-three equations correctly, they will all reconvene back on the carpet. When all the students are back on the carpet we will close the lesson by all compiling a list on the board of what the students like about the game, what they didnt like, and what changes they would make to the game to their benefit. This lesson at the close fits into the larger picture because the students are now reinforcing their confidence of how multiplication works. With understanding of how multiplication works they are now ready to move onto more difficult straightforward tasks in their multiplication unit.

Other Considerations The students will require no technology for this lesson. This lesson is basically review and reassuring students of the background of multiplication by applying it to real life circumstances. All the students will need for this assignment is the premade bag of equations that will be given to each group and a few sheets of scrap paper to work out their problems. I completely made up this lesson. I saw a title of something online called math caf and that made me think of a fun review game that the children in my own cooperating classroom would enjoy. They have already had lessons in which the practiced multiplication as skip addition and the review lessons I feel are just as important as the actual lessons. During the lesson I will go around to each group and ask if anyone is having trouble. Hopefully since it is a group of four they will help each other and group members will assist confusion questions. Other questions I will ask is to see the work they have done and if they could explain how they got that answer. I considered my field placement classroom for this activity. Since the children almost always convene at the carpet before a math activity or lesson

I thought they should start there as always. After the lesson at the carpet the room is large enough that the groups can have their own space to work without interfering or distracting any other group. I hope that with the review of the activity and the purpose of it beforehand will eliminate any misconceptions. The students should have a straightforward task of completing at least two multiplication problems. The lesson is a review lesson so there shouldnt be to many questions or concerns.

Differentiation To make the activity easier students will all participate as a class. Two students at a time will come up to the front and only one will be the baker solving the equations, and the other student will be the customer checking the solution. The baker will be able to use the board to work out the problem and may call upon friends on the carpet if the require assistance. If the students are finding the review lesson to easy for them there will be an extra bag of slightly more difficult problems to solve. Time pending the students will be required to do an additional one to two problems extra for additional credit towards a homework assignment that night.

Assessment My assessment will be throughout the entire lesson by going around to each group and asking to listen in and watch at least one problem solved. I will ask questions like Can you explain to me how you got that answer? and Can you double check your partners work for me and let me know what they are doing right or what are they missing? The assessment is linked to the objective by reinforcing that each child has a complete understanding of the equations that are given to them are repeated addition with a multiplication sentence linked to it. I will specifically be looking for students to be able to verbally explain how they solved the problem and how their addition sentence is a direct reflection of a multiplication sentence.