Name: Kristen Sherbin

Date: 04/13/2015
Lesson Details
This lesson, Multiplication Flipbooks, will enable students make a flipbook of
multiplication strategies that they can use throughout the year as they strength
multiplication fluency and problem solving skills.
Lesson Title: Multiplication Flipbooks (model: multiplication)
(content discipline: Common Core)
Content Area: Math
Grade Level: 2 or 3 grade
Timeline: Two class periods of math so two days long
Date of Lesson: 05/15/2015
UBD Stage 1: Identify Desired Results
Lesson Objectives
Students will be able to:
1.) Define product as the result of multiplication.
2.) Interpret and explain products as the number of objects in groups of objects.
Standards
PA Standards
CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers
ISTE Standards
ISTE Standard for Students #4- Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation.
b. Plan and manage activities to develop a solution or complete a project.
c. Collect and analyze data to identify solutions and/or make informed decisions.
d. Use multiple processes and diverse perspectives to explore alternative solutions.

ISTE Standard #6- Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
I am teaching this lesson to strength their skills on multiplication. I thought this was a
creative and cute way for the students to practice and a better way to remember by doing
a hands on activity. This way they can also take the flip book home and practice by
themselves or get quizzed on by a parent or someone else outside the classroom. The two
levels my students would be on would be comprehension and application. They will
demonstrate understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptions and stating main ideas. They will be solving problems by
applying acquired knowledge, facts, techniques, and rules in a different way.
Enduring Understandings
I want my students to know their factors of multiplication. I want them to know these for
years or longer than that because they will need to know this skill through out their years
of further schooling. I want this activity to help them to better understand and when they
are having problems thinking of a certain factor, they can think about and it will click.
Essential Questions
What strategies are beneficial in solving problems that consists of the two factors?
How would you describe the problem in your own words?
How does making a flip book help you?
UBD Stage ll: Determine Acceptable Evidence
Assessment Tasks
1.) Students will informally assessed of their ability to devise an efficient strategy to
models a flip book as they put it together.
2.) Students will be formally assessed of their ability to discuss the purpose of the
activity and why it was important to do this.
Formal: I would choose this assessment called Mini-Whiteboards to do for a formal
assessment. This would consist of each student or students in groups, to use the mini
whiteboards with a dry erase maker. As they work through problems, they can share them
either with me as a class, or I can walk around the classroom and see their work
individually.

Informal: I would choose a test or quiz as my informal assessment. This would happen
after a week or longer of the students having practice and getting the concept of
multiplication down. This way it can test their skills and I can see where they are at. I can
evaluate their knowledge by each time tables. For example after learning the two times
tables, the quiz would be timed for a certain amount and it would just be on the twos
(5x2=?).

Assessment Adaptations
During the class I will change things if needed. If the students are grasping the concept, I
will think of plan b. That could be using shaving cream on the table or watching a video
about it.
Rubric/Scoring Criteria
This would be for a quiz they would take on the quiz tables. Each problem would be
worth 1 point or a half a point depending for a total of 40 points. We would take a
practice one and then a real one. The practice one I would not take for points just either a
check mark or no check mark. This would go through defining the problem, identifying
strategies, and implement solution. This would show mastery for the first column,
working towards mastery for the second column, and for the third column needs
improvement. This would not only help me but the student as well. To see what we each
need to work on to be at the top level of mastery.
UBD Stage lll: Plan Learning Experiences and Instruction
Materials and Resources
1.) A Hotchalk.com Problem Solving Sheet for each student
2.) Provide students with colored pencils and other drawing materials
3.) Prepare flipbooks for each student by putting together five pieces of paper and folding
them over so it creates a small book. Staple the center to hold the flipbooks together.
4.) Calculator or IPAD (My Script Calculator) app
Procedures and Content
Product! Multiplication Warm Up (10 minutes)
You can play in small groups or whole group as a classroom
1.) Tell the students that in math we use words to describe specific things and when we
add two numbers, the answer is the sum. In multiplication, when we multiply two
numbers, we call the result the product.
1.) Do the Product! Multiplication Warm Up for about ten minutes
2.) This is a game called Product go through key families such (3,4,6,7,8,9,11, and 12)
3.) The first student starts counting
4.) The next player continues counting
5.) When a player gets to that multiple of that number, the call product

6.) If a player forgets to say product or says is at the wrong time he or she is out.
Mini-Lesson: Multiplication Strategies (10 minutes)
Tell students that today we are going to practice different ways to show multiplication
and we are going to make a flipbook that we can use as a mathematics resource through
out the year. Review five ways to show multiplication problems:
Draw a picture
1.) Show the problem in an array, a set that shows equal groups in rows and columns.
2.) Show the problem in a grid
3.) Write the problem and use skip counting
4.) Write the problem and use repeated addition
Model how to show each one using the multiplication problems 3x4 and 7x8. Then,
have students work in pairs to complete the representations for the problems 5x9 and
4x7.
After students are finished, have them share out and reflect:
1.) Which method was easiest for you?
2.) When might you use method? (For example, solving a work problem, solving a
mental math problem, explaining your thinking.)
Make a Flipbook (20 minutes)
Pass out flipbooks to each student. Provide each student with five problems that they
must incorporate into their flipbook. Differentiate the student experience, and ensure
student independent understanding by differentiating the problems that each student has
to use.
Math Problem Solving (10 minutes)
Once students have completed their flipbooks, tell students that they are going to practice
using their flipbooks to problem solve the problem. After student have finished the
problem, have a few students share how they solved it. Identify which strategies each
used. If students finish early, they can complete another problem.
Multiplication Story Problem:
1.) Carla has 5 boxes of crayons. Each box holds 12 crayons. How many crayons does
Carla have?
2.) There are 8 candies in one bag. How many candies are there in all if Marta packs 9
bags of candies?
3.) Rob decorated 6 cakes. He put 4 candles on each cake. How many candles did he use?
4.) 7 students go to the library. Each student has 7 books to return. How many books are
returned?
Tell students that throughout the year, we are going to be solving multiplication story
problems, and we will use all the strategies throughout the year.

Homework
For the next class, students are to complete the homework worksheet pertaining to the
concept of multiplication. This worksheet will enhance their learning and have more
practice if they need it. I will check and collect it the next morning.
If Time Activities
Watch a short video on multiplication factors or play a different game. Take time to go
over Things That Come In Groups. For example for 2s (hands, socks, shoes, and twins).
To get the understand of what would be in each group and so on.
ELL Students:
Provide the student with oral and written definitions of the vocabulary covered in lesson.
(multiple, product, factor, equal groups, array, repeated addition, equation).
Gifted Students:
Instruct students to solve definitions such as array and construct a more constructive
multiplication flipbook. Also have the students determine what variables will be needed
on their own before specifying what to label each section.
Student with a learning disability:
Make sure students are able to define each vocabulary word. Provide help to those
students to work one on one with them. With help, they should be able to figure out the
correct meaning.
Lesson Reflection
I do think what I did matter. I could see the students really engaged and actually getting
the concept.