Bunches of Bunnies
After finishing the lesson, students will be able to understand the relationship between repeated addition and multiplication, and apply it to their work.
- Begin this lesson by telling the class that they will be learning about how addition (specifically, repeated addition) and multiplication are related.
- Show them your copy of Bunches and Bunches of Bunnies, and explain that you would like them to look for patterns as you read the story to the class.
Explicit Instruction/Teacher modeling(10 minutes)
- Begin a group discussion by asking the students what patterns they noticed in Bunches and Bunches of Bunnies.
- Great discussion questions include: What patterns did you see in the book? Do you see how the bunnies are grouped on this page? An array is an ordered arrangement—how can we change these groups into arrays?
- During this discussion, draw an example of a bunny array on the board, to help students visualize what you’re discussing. Then, ask students how they would write each array as a repeated addition sentence.
XXXX or XX XXXX XX XX XX
Example answers: 4 + 4 = 8 or 2 + 2 + 2 + 2 = 8
- Once they’ve answered the question about addition sentences, challenge the students to use the same groupings to write multiplication sentences. Example answers: 2 x 4 = 8 or 4 x 2 = 8
Guided practise(10 minutes)
- Have each student show you how to draw an array for 10 bunnies, either on their personal white board or scratch paper.
- Additionally, have each student write a repeated addition sentence and multiplication sentence for each array.
- Once the class has completed this task, check each student’s array and equations for understanding of the concept.
Independent working time(25 minutes)
- Tell the class that each student will be creating his or her own page for Bunches and Bunches of Bunnies.
- On the front side, have each student draw a picture array and a repeated addition sentence.
- On the back, have each student write a multiplication sentence for the same array. Encourage them to have fun with it!
- Enrichment:For students who need more of a challenge, encourage them to think about how an array would look like for division. Have them create another array, and write addition, multiplication and division sentences for it.
- Support:For students who are struggling, walk through the guided practise steps from above with the student one-on-one. If the student has reached his/her frustration level, then focus on just the array and repeated addition. The multiplication can be worked on tomorrow.
- The additional student-created pages can be done using devices instead of paper. Some great apps and computer programs to do this with include: Pixie, Haiku Deck, and BookCreater.
Please grade your students’ work, based on this “acceptability” rubric and each student’s level:
- Above grade level:Student has an array with a matching repeated addition number sentence, multiplication sentence, and division sentence.
- Grade level:Student has an array with a matching repeated addition number sentence and multiplication sentence.
- Approaching grade level:Student has an array with a matching repeated addition number sentence, and attempts to create a multiplication sentence but it does not match the addition sentence.
- Far below grade level:Student has an array but it does not match the repeated addition sentence or multiplication sentence.
Review and closing(10 minutes)
- Have students present their pages to the class. Once presentations have finished, bind the story. If you have time, you can come up with text for your new book as a class.