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Gabrielle Paniagua
1 March 2015
Lesson Plan
Calvert, P., & Geehan, W. (2006). Multiplying Menace: The Revenge of Rumpelstiltskin : A Math Adventure. Watertown, MA: Charlesbridge.
Multiplying Menace is the sequel story to the fairy tale of Rumpelstiltskin. It's been 10 years since Rumpelstiltskin spun straw into gold for the queen and now he's back to collect payment. It Peter's birthday party and Rumpelstiltskin is demanding that he come and work off the debt. He threatens to increase the pest population and make the kingdom's livestock and other assets disappear by multiplying with fractions with his magical multiplying stick. It's up to Peter to save the kingdom.
Can be purchased at: http://www.amazon.com/Multiplying-Menace-Revenge-Rumpelstiltskin-Adventure/dp/1570918902/ref=sr_1_1?ie=UTF8&qid=1397070088&sr=8-1&keywords=the+multiplying+menace
Lesson Plan
Category Numbers and Operations (Multiplying whole numbers and fractions)
Time allowed
Title Multiplying Menace n/a
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Grade/ability level 5th grade n/aObjective The student will be able to represent and solve multiplication of
a whole number and a fraction that refers to the same whole using objects and/or pictorial models.
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Mastery level expected
90 % n/a
Book or interest ‘grabber’
Multiplying Menace: The Revenge of Rumpelstiltskin by Pam Culvert
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Teaching diverse students
The book is can be scanned and reproduced in bigger print or on colored paper to accommodate the visually impaired. In addition, the teacher can record the book and/or the lesson’s instructions on a tape recorder or CD to accommodate the hearing impaired. For ESL students, the teacher can focus on the content and objective for multiplying whole numbers and fractions. Focus on engaging the student in the lesson through kinesthetic objects or pictures.
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Materials/supplies Multiplying Menace: The Revenge of Rumpelstiltskin book, n/aStandards/ TEKS 5.3.I n/aProcedure(list in detail.. 1,2,3 order)
The lesson is designed to introduce multiplying whole numbers and fractions of the same whole through a familiar childhood fairytale which all the students can relate, Rumpelstiltskin. The lesson is centered on a kinesthetic activity in which the students can collaborate and check each other’s work.
1. The teacher will review the original story Rumpelstiltskin so that the students will appreciate the sequel book, Multiplying Menace: The Revenge of Rumpelstiltskin.
2. The teacher will read the book, Multiplying Menace: The Revenge of Rumpelstiltskin and address when Rumpelstiltskin multiplies whole numbers with fractions to cause trouble in the kingdom. The students can predict and solve the multiplication problem before turning to the next page and then continue the story to check if they have the correct answer.
3. After reading the book, the teacher and students will further discuss multiplying whole numbers and fractions of the same whole.
4. The teacher will model and preform practice problems on the white board with visual representations (shading in boxes of a whole) to depict the numbers and fractions. Examples: 2 x 1/3, 5 x 1/6, 10 x 1/9
2 x 1/3= 2/3
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45 mins.
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5x 1/6= 5/6
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10 x 1/9= 10/9 and/or 1 1/9
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5. In the case of 10 x 1/9, the teacher will also address there are 2 possible answers: the improper fraction where the numerator is larger than the denominator
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such as 10/9 and the proper fraction which is the simplified fraction with a whole number and fraction such as 1 and 1/9.
6. The teacher will break up the students into collaborative groups of 4-5 students each. Each group will get a plastic with 2 colored cards, red and blue. The red cards are whole numbers 0-20 and the blue cards are various fractions 1/2, 1/3, 1/4, 1/5………1/20. Each student will also be handed a white board and various colored expo markers.
7. The students will take turns drawing cards-one read and one blue- to create an original multiplication problem so that each student will have different questions. Once a student draws cards, all the students in the group will try and solve the problem by drawing out a visual representation of the fraction by the amount of times it’s being multiplied.
8. After all the students in the group have their answers, they will show each other their answers and collaborate whether each answer is correct. There can be more than one correct answer as stated by the teacher before about proper and improper fractions or even in some cases, the answer can be a whole number such as 5 x 1/5=5/5=1.
9. During the activity, the teacher will walk around to supervise, facilitate and guide student’s thinking with probing questions such as:
How did you get that answer? Why do you think that answer is correct? How can you support your answer? How do your pictures represent the problem
10. The students will continue this collaborative exercise until all the cards have been drawn.
Check of success Students will be able to represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and/or pictorial models.
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Evaluation (not just a grade but how you can help the child be successful)
The evaluation will test if the student has mastered how to represent and solve multiplication of a whole number and a fraction that refers to the same whole using pictorials. The teacher will evaluate the student by examining the student’s understanding of the concept and ability to apply the concept.
30 mins.
Rubric
Questions Needs Help
(69 % and below)
Beginning to get concept
Understands but has not yet
Mastery of concept
5
(70-79%) mastered concept
(80-89%)
(90-100%)
Can the student correctly multiply various whole numbers from 0-20 with fractions of the same whole from 1/2, 1/3, 1/4….1/20?
Did the student correctly represent each fraction with a picture, shaded chart, or other visual representation? Ex. ¾
Can the student apply the concept of multiplying whole numbers and fractions of the same whole by picture representations? (Like the teacher’s examples in the beginning of the lesson.)
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