C. Instructional Input:

1. Use the abacus to review the construction of equivalent sets.
2. Review counting by twos, threes, fours, etc...
3. Illustrate simple multiplication problems with the abacus, for example 2 x 3.
4. Using a transparency on the overhead projector, bring out the meanings of the words "factors," "addends," "multiplier," and "multiplicand" at this time.

D. Modeling

1. Illustrate the proper method of making candy sets and the parallel between candy sets and multiplication.
2. Using a transparency on the overhead projector, share the following word problem with the class to illustrate multiplication. "Four dinosaurs eat two pieces of birthday cake. How many pieces of birthday cake do they eat in all?" Point out the equivalent sets of the dinosaurs and of the pieces of cake.
3. Show the children the symbolic representation of the dinosaurs' birthday party on the poster board (4 x 2 = 8).

E. Checking for Understanding:

1. After sharing the word problem ask the students to figure out how many pieces of birthday cake the dinosaurs will eat in all at the party if each dinosaur ate three pieces.
2. Quiz the children on their responses and the reason for those responses.

F. Guided Practice:

1. Place students into groups of four. Instruct each child to open his or her package of candy and pour the contents on the napkin.
2. Give each child three paper muffin cups and assign each child a number 1,2,3, or 4. (Each muffin cup will have a numeral written in the bottom.)
3. Instruct the children to place the corresponding number of candies in each section. The children will then multiply their sets into a product.

Student Number:

1. Please place one candy in each marked section. Now count out the total number of candies in your muffin cups. Put the candies back into the cups and tell us the actual multiplication problem you have just solved.
2. Please place two candies in each marked cup. Now count out the total number of candies in your muffin cups. Put the candies back into the cups and tell us the actual multiplication problem you have just solved.
3. Please place three candies into each marked cup. Now count out the total number of candies in your muffin cups. Put the candies back into the cup and tell us the actual multiplication problem you have just solved.
4. Please place four candies in each marked cup. Now count out the total number of candies in your muffin cups. Put the candies back into the cups and tell us the actual multiplication problem you have just solved.

G. Independent Practice:

1. Make sure that each student still has a sufficient number of candies.
2. Ask students to take their muffin cups and candies and make up five of their own multiplication problems.
3. Instruct them to write down all of the equations they attempt and the answers.
4. Oversee this activity in case someone needs help.
   1. Strategies to use with Exceptional Children:
      • For enrichment, increase the number of candies given to the gifted children.
      • For remediation, children will be allowed to use their own bodies to form sets using hula-hoops as the sets.
   2. Activities which Value Cultural Diversity:
      • Children who speak English as a second language will count the sets for the class in their primary language.
      • Children from other cultures will bring in several small objects from home related to the culture to make equivalent sets.
   3. Activities which Foster Active Inquiry, Critical Thinking, and Problem Solving:
      • Ask the children to bring objects from home which to use in tomorrow's lesson to display multiplication problems. Some items might include: ice trays, dominoes, playing cards, etc.
      • The class will also take a mini-field trip to the lunchroom to see the many practical applications for multiplication. They will notice rectangular pans of pizza with uniform numbers of rows and try to come up with the product or try to determine the number of cartons of milk in a case.

H. Closure and Summary:

1. Bring the session to a close by having the children orally relate their multiplication problems and their products.
2. Ask the children to look for opportunities to use this new skill at home with eggs, ice cubes, pairs of shoes, etc. and report this during math time tomorrow.

III. Assessment Techniques:  The students in Dr. Vinson's third-grade class will construct equivalent sets and use those sets to do simple multiplication problems at an accuracy rate of at least 90%.

IV. Materials:  an abacus, four sets of candy, twelve paper muffin liners, four napkins, the set of pictures for the word problem, word problem transparency, key words transparency, overhead projector.

Books:

Williams, R.L. (1995). The Skip Count Song. Cypress, CA: Creative

Dee, R. (1988). Two Ways to Count to Ten. New York: Henry Holt