*Key Elementary Year One*

*Delgado – Jen Weisphal*

**Learning Objective/Exit Outcomes:**

Students should be able to verbally express Multiplication Properties and make a Multiplication Comparison with any equation presented to them.

Students will express their ideas clearly and respond to their peers ideas efficiently.

Students will write legible math problems for peers to read.

**State Standards:**

MGSE4.OA.1 Understand that a multiplicative comparison is a situation in which one quantity is multiplied by a specified number to get another quantity.

- Interpret a multiplication equation as a comparison e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.
- Represent verbal statements of multiplicative comparisons as multiplication equations.

ELAGSE4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

ELAGSE4SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

**Integration Area/Subject:**

Math: Multiplicative Comparisons and Properties

**Materials/Playing Space:**

- Scrap paper of similar size
- Pencils
- Bucket to throw snowballs into

**Description:**

The teacher had students sit in a circle on the carpet with their pencils. PAIR Specialist explained the game of snowball while passing out scrap sheets of paper. Students were asked to write down an example of a Zero Identity Property equation. When they were finished, they were asked to sit quietly, holding their snowball above their head to show they were done. When everyone was ready, ALL snowballs were thrown into the bucket in the center of the circle. Students were then told to grab a snowball out of the bucket.

The students then went around the circle, verbally expressing the Zero Identity Property on their snowball. The circle gave thumbs up if it was a Zero Identity or thumbs down if it was not. When it was incorrect, the teacher asked the student to correct the example or called on someone else if the first student needed help.

Once all snowballs were agreed upon by the group, the students kept the SAME snowball and wrote down the Commutative Property OF the Zero Property on the Snowball. (9 x 0 = 0, 0 x 9 = 0) Through the same process of holding up their snowballs when finished, throwing them into the bucket together, and retrieving another snowball from the bucket, the students were all ready to do another round of verbally expressing, now, the Commutative Properties written on their snowball. As before, students would make corrections to their snowball if needed.

**Notes:**

Snowball worked excellently well with Multiplicative Properties. More rounds could be played with the Identity Property in place of the Zero Property, as well as working up to any multiplication equation, snowballing equations, adding answers to the equation, rounding back to the Commutative property of the equations.