ALEX Learning Activity

  

Quick Images for Multiplication

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Stephanie Carver
System:Cullman City
School:Cullman City Board Of Education
  General Activity Information  
Activity ID: 2751
Title:
Quick Images for Multiplication
Digital Tool/Resource:
Quick Images
Web Address – URL:
Overview:

This learning activity allows the students to develop critical number sense that will help with their understanding of multiplication and equal groupings. In this learning activity, students will be shown a dot image for 3 seconds. Students will have to quickly determine the amount of total dots on the screen before they disappear. This activity helps students develop an understanding of quantity. Students will have to quickly look at the image and determine how many groups are in the image and how many dots are in each group. They will then use mental math to calculate the product of the image.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

Unpacked Content
Evidence Of Student Attainment:
Students:
Given any multiplication problem in the form a x b = c,
  • Interpret the equation as a groups of b objects equals the product c, the total number of items.

    • Example: Given 5 x 7 = 35, students explain that 35 represents the total, 5 is the number of groups and 7 is the number in each group.
  • Use concrete materials/pictorial representations to model multiplication situations.
  • Write expressions and equations illustrated by models and drawings.
  • Write word problems to represent a multiplication situation.
    • Teacher Vocabulary:
    • Equal groups
    • Equation
    • Expression
    • Factor
    • Product
    • Array
    • Row
    • Column
    • Skip count
    Knowledge:
    Students know:
    • that in multiplication, one factor represents the number of groups and the other factor represents the number of items in each group, and the product represents the total number of items in all of the groups.
    Skills:
    Students are able to:
    • Use a model or drawing to illustrate the product of two whole numbers.
    • Write an expression or equation to represent the product of two whole numbers identifying the number of equal groups and the group size.
    Understanding:
    Students understand that:
    • a multiplication problem can be interpreted as x groups of y objects.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.3.1.1: Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
    M.3.1.2: Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
    M.3.1.3: Write an equation to express the product of the multipliers (factors).
    M.3.1.4: Relate multiplication to repeated addition and skip counting.
    M.3.1.5: Apply concepts of multiplication through the use of manipulatives, number stories, skip counting arrays, area of a rectangle, or repeated addition.
    M.3.1.6: Apply basic multiplication facts through 9 x 9 using manipulatives, solving problems, and writing number stories.
    M.3.1.7: Solve addition problems with multiple addends.
    M.3.1.8: Represent addition using manipulatives.

    Prior Knowledge Skills:
    • Recall doubles addition facts.
    • Use repeated addition to solve problems with multiple addends.
    • Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
    • Understand key words in addition and subtraction word problems.
      Examples: sum, difference, all together, how many more, how many are left, in all.
    • Define subtraction as separating groups of objects, taking from, or taking apart.
    • Define addition as combining groups of objects, adding to, or putting together.
    • Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
    • Represent numbers with objects or drawings.
    • Use objects to combine and separate groups.
    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.3.1 Using vocalization, sign language, augmentative communication, or assistive technology, model finding the sum of equal groups using repeated addition (sums within 30).
    Learning Objectives:

    Students will find the product of an image by identifying the number of groups and the number in each group. 
      Strategies, Preparations and Variations  
    Phase:
    Before/Engage
    Activity:

    This learning activity is a great way to get your students thinking about multiplication. It will strengthen their number sense and help with their math fact practice. 

    The teacher will use the Google Slide presentation "Quick Images" to display a series of dot images. Instruct the students to observe each image and determine the total number of dots on the screen. They must use quick mental math (no pencils) because the teacher will only display the image for 3 seconds. After 3 seconds the teacher will click on the next blank slide in order to give the students time to think. If multiple students are struggling with this activity, the teacher should display the image for a second time but for only 3 seconds. Once ample thinking time has been given, the teacher should display the image and have a class discussion. In the discussion, students should identify how they found the total product of dots on the image and what strategy they used to do so. As the students are sharing their strategies, the teacher should write the strategy on the board making sure to write the strategy in equation form. If a student says, "I saw 5 groups first. Then I noticed that there were 4 dots in each group. I know that 5 groups of 4 are 20," then the teacher would write 5 x 4 = 20. If a student says, "I saw two groups then two more groups and one in the middle. I knew that there were 4 dots in each group so there were 20," then the teacher would write (2+2+1) x 4 = 20. 

    The activity will continue until all images have been displayed. 
    Assessment Strategies:

    This is an introductory activity. Student observation during the discussion time will be used as a formative assessment. 
    Advanced Preparation:

    The teacher should review the Quick Image slides.
    Variation Tips (optional):

    These slides can easily be used again by simply changing out the images. 
    Notes or Recommendations (optional):

    Students will quickly pick up on this activity. Make sure you are not allowing more than 3 seconds to view the image. This will help students develop a sense of quantity and force them to use their multiplication skills instead of counting each dot. 

     

    This activity can stand alone or be used as a Before/Engage activity for the following learning activities:

    Cookie Monster Bake Sale (during activity)

    Lego Toy Assessment Activity (after activity)

     
      Keywords and Search Tags  
    Keywords and Search Tags: dot images, equal groups, multiplication, number sense, product, quick images