Lombardo

Differentiated instruction is changing the mode of instruction, practice, and assessment to match the individual needs of varying students.

We differentiate because it is our job to make sure ALL children are effectively learning.

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LESSON 7.6--EXTENDED FACTS: MULTIPLICATION AND DIVISION

I chose to focus on this lesson because when I taught it last year, I found myself just giving them the "add the zeros after the basic fact" trick without really explaining why they were doing this.

1. Entrance Slip: 3x8, 30x8, 300x8

2. To get the students engaged and to build fact power before the lesson, the students will spend about 15 minutes playing Multiplication Baseball or another favorite multiplication game. Prior to teaching unit 7, I would have used a pre-test to determine which students have possibly mastered this skill, which students already have somewhat of an idea about how to perform this skill, and which students have no idea about how to perform this skill. During the game time, I would assess the entrance slips to determine any changes in student ability with this skill.

3. The vocabulary term "extended facts" would be added to the word wall. This is terminology has been introduced in a previous unit, so this segment will be a brief review. I would use a slinky to help students understand the idea of expansion.

4. Students would then participate in a fishbowl activity (procedures and rules would have been taught at the beginning of the year) for the Math Message: **The distance around a racetrack is 500 meters. How far does a racer travel in 8 laps?** The group working would be provided with white boards, paper, base ten manipulatives, etc., in order to solve the problem. Discussion after the activity would focus on different strategies that can be used to solve the problem.

5. During parts A, B, and C of the lesson, any students who showed mastery on the pre-test and entrance slips could work in partners to create number stories using fact extensions. Partners could then solve their partner's problems and explain in writing how they solved them.

6. **PART 1: Teaching the Lesson--** A. Class discussion about patterns in triples of fact extensions. EX. 2x3=6, 20x3=60, 200x3=600 (zeros should be in a different color) Focus on why the second product is always 10 times as much as the first product and the third product is always 100 times the first product. Draw arrays on the board if needed to help with understanding of the magnitude. B. Students use white boards to practice fact extensions with guidance. C. Mingle, Mingle Game: Students are given cards with either a fact extension or a product. Music is played while students attempt to find their match. When the music stops, students must be with their partner. To further challenge them, they then have to mingle with their partners to find the other two members of their "triple." D. All students will be a part of this lesson, as division is a fairly new concept and division fact extensions tend to be tricky. I would write the following triple on the board: 21/3=7, 210/3=70, 2100/3=700 (zeros in a different color). The focus again would be on the patterns. The second dividend is 10 times as much as the first dividendr so the second quotient is 10 times as much as the first quotient, etc. Again, visuals can be shown on the board to clarify. Allow students to share other strategies. D. Students use white boards to practice fact extensions with guidance. E. Mingle, Mingle can be played again with division extensions. E. Practice: Math Journal page 169. Students who are more independent can work in a small group. Students who are struggling can come to the teacher table for support. F. Students who complete the page early can continue creating number stories using fact extensions for a partner. Some students may be ready to create number stories for division fact extensions.