Lesson Plan Video: 12 minutes Lesson: 38 minutes Pre-viewing :00 Warm up: Write 5 + 5 + 5 + 5 = on the board. Ask students for the answer. Then write 5 x 4 = on the board. Ask the students for the answer. Explain to students that multiplication can be thought of as repeated addition. 2 minutes :02 Pre-test: Ask the students a multiplication word problem, such as: Lucy Slowe works part-time at the mall. She makes $8 per hour. She works 10 hours a week. How much money has Lucy earned in 5 weeks? Give students time to solve the problem. Do not tell them the correct answer until after the video. Go over the learning objectives. 4 minutes Viewing :06 Playing Video: Hand out the Viewing Guide and instruct the students to follow the program, using their Viewing Guides. Don t hesitate to stop the program and review if the students seem confused. 12 minutes Post-viewing :18 Question & Answer Session: Give the class the answer to the pre-test question: 20. See if any parts of the program were difficult or confusing for the students. As a class, do the first problem from each section of the Worksheet and go over the arithmetic steps involved and the correct answer. 4 minutes Handouts :22 Practicing Material: Hand out the Worksheet and give the class 6-8 minutes to complete it. Students are allowed to use their Viewing Guides. Monitor the students progress, helping where needed. Go over the Worksheet as a class. 10 minutes :32 Applying Material: Go over the instructions for Who s Got It. Tell the students that the Activity is designed to emphasize the rules of multiplying integers. Give them 10-12 minutes to complete the Activity. 14 minutes :46 Wrap-up: Briefly sum up what has been covered in class and assign any homework. 4 minutes Teacher s Notes
Teacher s Reference Guide Video: 12 minutes Lesson: 38 minutes Learning Objectives At the end of the module, students will be able to: apply rules for multiplying integers develop accuracy in multiplying integers solve word problems by multiplying integers Materials Video: integers, multiplication basics, multiplying positive and negative numbers, multiplying large numbers; 12 minutes Viewing Guide: multiplication basics, rules for multiplying integers, multiplying large numbers Worksheet: fill-in-the-chart, word problems, multiplying integers Activity: Who s Got It? Check Your Knowledge: multiple choice, word problems, multiplying integers; 50 points Background Students should be familiar with multiplication tables. Preparation Copy and cut out the Activity Cards.
Viewing Guide Rules for Positive and Negative If both numbers are positive, then your product is positive. (+4) x (+6) = +24 Anytime you multiply a negative and a positive number, (+4) x (-6) you will have a negative product. = -24 If both of the numbers are negative, then your product is (-4) x (-6) positive. = +24 Basics multiplication is simply an extension of addition 5 + 5 + 5 = 15 5 x 3 = 15 product: the answer to any multiplication problem 5 x 3 = 15 multiplication table: the product of multiplying small integers 1 2 3 4 5 6 7 8 9 10 2 4 6 8 10 12 14 16 18 20 3 6 9 12 15 18 21 24 27 30 4 8 12 16 20 24 28 32 36 40 5 10 15 20 25 30 35 40 45 50 6 12 18 24 30 36 42 48 54 60 7 14 21 28 35 42 49 56 63 70 8 16 24 32 40 48 56 64 72 80 9 18 27 36 45 54 63 72 81 90 10 20 30 40 50 60 70 80 90 100 Large Numbers 1. Multiply the digit at the far right of the bottom number by every digit of the top number. 2. Carry over if necessary. 3. Insert zeroes for each result where appropriate. 4. Remember to keep the digit places lined up. example: 186 x 23 a. 186 b. 186 c. 186 x 23 x 23 x 23 8 58 558 d. 186 e. 186 f. 186 x 23 x 23 x 23 558 0 558 20 558 3720 g. 186 x 23 558 3720 4278 FINAL ANSWER
Worksheet A. Rules, Rules, Rules! Fill in the chart. Type of Integer Multiplied By Type of Integer Is Equal To Sign of the Answer negative x negative = positive x positive = negative x positive = positive x negative = B. Word Problems Solve the problems. 1. Julius earns $10 per hour at his job. He works 40 hours per week. How much does Julius earn in 4 weeks? 2. Tracey decides to give $1 to 5 of her close friends each day she is late for Algebra class. Algebra class meets 3 days a week. Tracey has been late to class every day for 4 weeks. How much money has she lost? 3. In a class of 30, five students have a car. If each of the five students drives a car that can seat 4 people, how many students can go to the basketball game after school? C. Multiplication Rocks! Multiply. 1. 3 x 5 = 10. (-1) x (-1) = 2. 6 x 8 = 11. 4 x 8 x -2 = 3. (-3) x (-4) = 12. 2 x (-16) = 4. (-8) x 9 = 13. 123 x (-23) =
A. Rules, Rules, Rules! Fill in the chart. Worksheet Answer Key Type of Integer Multiplied By Type of Integer Is Equal To Sign of the Answer negative x negative = positive positive x positive = positive negative x positive = negative positive x negative = negative B. Word Problems Solve the problems. 1. Julius earns $10 per hour at his job. He works 40 hours per week. How much does Julius earn in 4 weeks? $10 x 40 (hours) = $400 $400 x 4 (weeks) = $1600 2. Tracey decides to give $1 to 5 of her close friends each day she is late for Algebra class. Algebra class meets 3 days a week. Tracey has been late to class every day for 4 weeks. How much money has she lost? $1 x 5 ( close friends) = $5 $5 (per late class) x 3 (class meeting days) = $15 per week $15 (per week) x 4 (weeks) = $60 3. In a class of 30, five students have a car. If each of the five students drives a car that can seat 4 people, how many students can go to the basketball game after school? 5 (students with cars) x 4 (people per car) = 20 C. Multiplication Rocks! Multiply. 1. 3 x 5 = 15 10. (-1) x (-1) = 1 2. 6 x 8 = 48 11. 4 x 8 x -2 = -64 3. (-3) x (-4) = 12 12. 2 x (-16) = -32 4. (-8) x 9 = -72 13. 123 x (-23) = -2829
Activity Who s Got It? Instructions: 1. Copy and cut out Activity Cards. 2. Shuffle the cards and hand each student a card. 3. Choose one student to start the Activity and have the student read the problem at the bottom of the card to the class. 4. All the other students listen carefully to see if their cards contain the answer. 5. The student with the answer reads the answer aloud and then reads the question on his or her card to the class. 6. Again, all students listen carefully to see if their cards contain the answer. 7. Play continues until all cards have been answered and the student who started the review reads the answer to the last problem.
1 Activity Cards 2 I have 1. Who has 2 times that number? I have 2. Multiply -2 by this number. What is the answer? -4-12 I have -4. Who has 3 times that number? I have -12. Subtract 2. Multiply by -1. What is the answer? 14-60 I have 14. Subtract 2. Then multiply by -5. Who has that answer? I have -60. Multiply -1 times that number. 60-30 I have 60. Subtract 50. Then multiply by -3. What is the answer? I have -30. Multiply -5 times that number.
150 Activity Cards -150 I have 150. Subtract 75. Then multiply that number by -2. 1500 I have -150. Multiply -10 times that number. 100-50 I have 1500. Subtract 1400. Who has that number? 400 I have 100. Subtract 50. Then multiply by -1. Who has that answer? 10 I have -50. Multiply -8 by this number. -20 I have 400. Subtract 390. Who has that answer? I have 10. Multiply -2 by this number. I have -20. Multiply -4 by this number.
80 Activity Cards 83 I have 80. Add 3. Who has that answer? I have 83. Subtract 80. Who has that answer? 3-9 I have 3. Multiply -3 by this number. I have -9. Multiply -3 by this number. 27 54 I have 27. Multiply 2 by this number. I have 54. Multiply -2 times that number. -108 432 I have -108. Multiply -4 by this number. I have 432. Subtract 431. Who has that answer?
Check Your Knowledge A. Are You Positive? Circle the correct answer for each of the following statements. (1 point each) 1. The answer to a multiplication problem is called the... a) sum b) dividend c) product d) multiplication tables 2. Multiplication is simply an extension of... a) subtraction b) addition c) both a and b d) none of the above 3. If you multiply a negative number by a positive number you get a... a) negative number b) positive number c) dividend d) sum 4. If you multiply two negative numbers you get a... Total Score / 50 a) negative number b) positive number c) sum d) none of the above B. Word Problems Solve the word problems. (5 points each) 1. The Standard Deviants amateur golf team has 5 golfers that are each -6 on their rounds for the day. What is the team score? 2. Trey loses his allowance each week that he doesn t take out the trash. Trey s allowance is $20 a week. If Trey hasn t done his chores in 8 weeks, how much money has he lost? C. M is for Multiplication! Solve the following problems. (2 points each) 1. (-6) x (-2) = 10. 3 x 2 = 2. (-3) x 5 = 11. (-12) x (-3) = 3. 3 x (-4) = 12. 6 x (-10) = 4. 1 x (-4) = 13. (-24) x 11 = 5. (-8) x (-4) = 14. (-6) x (-6) x (-6) = 6. (-2) x 3 x (-4) = 15. (-2) x 0 = 7. (-1) x (-1) = 16. (-7) x 5 = 8. (-3) x (-3) x (-7) = 17. 8 x 5 = 9. 5 x (-6) = 18. 12 x 0 =
Check Your Knowledge Answer Key A. Are You Positive? Circle the correct answer for each of the following statements. (1 point each) 1. The answer to a multiplication problem is called the... a) sum b) dividend c) product d) multiplication tables 2. Multiplication is simply an extension of... a) subtraction b) addition c) both a and b d) none of the above 3. If you multiply a negative number by a positive number you get a... a) negative number b) positive number c) dividend d) sum 4. If you multiply two negative numbers you get a... Total Score / 50 a) negative number b) positive number c) sum d) none of the above B. Word Problems Solve the word problems. (5 points each) 1. The Standard Deviants amateur golf team has 5 golfers that are each -6 on their rounds for the day. What is the team score? 5 x (-6) = -30 2. Trey loses his allowance each week that he doesn t take out the trash. Trey s allowance is $20 a week. If Trey hasn t done his chores in 8 weeks, how much money has he lost? 20 x 8 = $160 C. M is for Multiplication! Solve the following problems. (2 points each) 1. (-6) x (-2) = 12 10. 3 x 2 = 6 2. (-3) x 5 = -15 11. (-12) x (-3) = 36 3. 3 x (-4) = -12 12. 6 x (-10) = -60 4. 1 x (-4) = -4 13. (-24) x 11 = -264 5. (-8) x (-4) = 32 14. (-6) x (-6) x (-6) = -216 6. (-2) x 3 x (-4) = 24 15. (-2) x 0 = 0 7. (-1) x (-1) = 1 16. (-7) x 5 = -35 8. (-3) x (-3) x (-7) = -63 17. 8 x 5 = 40 9. 5 x (-6) = -30 18. 12 x 0 = 0