Set-up Directions:
Divide students into heterogeneous teams of 4-5. Post the Daily Challenge Question on one piece of chart paper and display. On another piece of chart paper, write the following:
All students: 1. Read the Daily Challenge Question 2. What do you know about groups? 3. Can you think of some examples of groups?
On a third piece of chart paper, write the following:
Team Roles:
Supply Managers: collect team supplies (markers, Things That Come in Groups handout, manipulatives if needed)
Facilitator: Make sure your team focuses on the Class Challenge Question.
Recorder: Record team information as neatly as possible.
Coach: Offer positive encouragement to your team as it works together.
Duplicate student copies of all four handouts: Collaborative Work Skills Rubric, Quick Check Review, Process Write, and Things That Come in Groups.
Gather the pictures of a cat, flower and paper clips and have ready for teacher demonstration.
Write the three vocabulary words and definitions on sentence strips.
Teacher Presentation & Motivation:
Assign team roles using the Numbered Heads method. Direct students to read the Daily Challenge Question and questions that follow on the chart paper. Solicit responses and reactions. Explore vocabulary words and definitions. Ask volunteers to put definitions in their own words.
Explain to students that they are going to work with things that come in groups. Introduce the pictures of the cat, flower and paper clips. Ask, "In what picture do you see things that come in a group? (paper clips) In nature, things come in groups too. Although there is only one flower in this picture, what part of the flower comes in a group? (petals, leaves, etc.) How about on the cat? (ears, toes, whiskers, etc.) What other things come in groups?" Record responses on board or overhead transparency, grouping same-number items together. Sample teacher talk: "Look at our list. There are four items on the list in the "five" section. Can anyone tell us how we can figure out how many total items are in the fives section without adding them together?" Solicit responses and access prior knowledge of skip counting (5, 10, 15, 20). Show students (using simple drawings on the transparency) how they might multiply five toes on three feet. Show the comparison of 5+5+5=15 to 5X3=15. Explain that an addition sentence can also be written as a multiplication sentence.Field any questions and allow students to assemble in their teams.
Activity 1 - It's in the Group
Direct attention to the chart paper with team role responsibilities. Allow Supply Manager to gather supplies. Explain that students will be working in their teams to come up with things in the real world that come in groups of 2, 3, 4, etc to 12 to complete the Things That Come in Groups handout. They may write in words or draw pictures on their handouts. All students should complete a handout while working in their team. Set the Teach Timer for 10 minutes to allow students to work on the handout. The teacher should circulate around the room to offer assistance if needed.
After time is called, teams share their results. Teacher can record responses from each team on the overhead -- note any repeat items. Teams will then select one group to create a multiplication number sentence. Be sure that all teams select different items to demonstrate. Each team member should have a full understanding of the team multiplication sentence. The team's Facilitator will report to the class his team's number sentence -- perhaps write it on the board. He will also report how his team came up with the number sentence (the process).
Activity 2 - Process Write
Teacher should distribute the Process Write handout and explain that not only is it important to know how to write number sentences, it is important to know the process of multiplication. This handout will give students the opportunity to show that they can write in words the process of multiplication. Set Teach Timer for 10 minutes. Individual students work alone to complete the Process Write handout. After it is completed, students should complete a Quick Check Review handout and a Collaborative Work Skills Rubric for self-assessment.
Wrap Up:
Teams should again gather to dicuss how they worked together. The Facilitator of each team should report to the class using the Stand and Deliver technique. As a class, revisit the Daily Challenge Question and bring closure to the lesson by summarizing what the students learned.