Mathematics Grade 4
Objectives:
• Students will review their multiplication facts.
• Students will create a multiplication word problem based on a given
multiplication fact.
• Students will create a drawing that reflects their word problem.
• Students will create a Power Point presentation based on their word
problem.
• Students will combine all Power Point presentations to create a multiplication
facts tutorial.
Materials:
• Lined paper, pencils, crayons or markers
• Power Point software on several computers
• Each Orange Had 8 Slices by Paul Giganti
Procedure:
Anticipatory Set
Students have an understanding of their multiplication facts.
The multiplication facts are a review from third grade. This lesson
is designed to give practice and to provide a tool for those students who
have not mastered their facts yet. Students have also had multiple
exposures to word problems and their set-up. This exercise is to
provide an opportunity for students to write their own word problems.
Finally, students have already created a short presentation with Power
Point, so they have an understanding of the basic tools available on the
program.
Check for Understanding
Read Each Orange Had 8 Slices by Paul Giganti. While reading
the book, ask students to solve the problems posed in the story.
Do several examples of multiplication story problems as a whole group.
Make sure to emphasize the components of word problem including things
like key words, a complete question, and providing all the necessary information.
Ask students to create a word problem on their own and then share several
with the entire class.
Assign each student a multiplication fact but exclude the 1s, 10s,
and the turn-around facts. Their assignment is to write a word problem
based on their personal fact. After students have completed their
word problem, have them read them out loud to the entire class and ask
other class members to solve the problem as written. During this
read aloud session, make any necessary revisions to the word problems so
that they fit the parameters of a good word problem.
Next, ask each student to draw a picture that depicts their word problem’s
scenario. For example, if the problem deals with apples on trees,
the picture should be of trees with the appropriate number of apples on
each tree.
Modeling and Guided Activity
In the computer lab, have students log on to Power Point. Direct
students in the steps necessary to insert their drawing to the first slide
of the presentation (the teacher has already scanned all pictures into
one folder for this purpose). Use the LED projector to demonstrate
the steps as students follow.
On the first slide of each presentation, after the student’s picture
has been inserted, add a text box and have students type in their word
problem in a bulleted format. Bullets are often easier to read and
will display all of the components of the word problems.
The students then need to create a slide that congratulates anyone
solving the word problem correctly and another that informs anyone solving
the problem that they need to try again because they have chosen an incorrect
solution. For example, one slide may say “Great Job!” and the other
may say “Oops, Try Again!”
The students then need to create three action buttons, two of which
have an incorrect solution to the word problem, while the third has the
correct solution. The actions buttons then need to be linked to the
appropriate slide. For example, if the word problem asked the user
to solve 8X6, and one button has 46, another has 47, and the third has
48 displayed on them, when the user picks either 46 or 47 the button should
take them to the “Oops!” slide. If the user chooses the 48 button,
the link should take them to the “Great Job!” slide.
Once the teacher has reviewed all three slides, then the student can
add color, sound, transitions, and change fonts.
Closure Activity
Students may share their work with the entire class if they choose.
The final step in the creation of the e-book is to link all the Power Point
presentations together. Once this is complete, any person will be
able to use the e-book as an instructional tool of multiplication facts
or as an additional means to practice multiplication facts.
Michigan Department of Education Content Strands and Benchmarks for Mathematics
Strand IV. CS 1 Number Sense and Numeration
Students experience counting and measuring activities to develop intuitive
sense about numbers, develop understanding about properties of numbers,
understand the need for and existence of different sets of numbers, and
investigate properties od special numbers.
Benchmark 4
Apply their understanding of number systems to model and solve problems.
Strand V. CS 1 Numerical and Algebraic Operations and
Analytical Thinking
Students understand and use variuos types of operations (e.g. addition,
subtraction, multiplication, divsion) to solve problems.
Benchmark 4
Apply operations efficiently and accurately in solving problems.