Students were given unifix cubes to show how they could be counted quickly. |

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__Part 2__

The first

lesson I tried using the **You, You all, We approach** involved teaching the

concept of equal groups for multiplication.

I presented this problem to the students:

*What is the
best or fastest way to count 12 cubes?*

I gave each

student **12 unifix cubes** and a **blank sheet of paper** of which they folded into

fourths. We read the question

together. I made sure everyone

understood what was being asked and what the cubes and the paper were for. With the unifix cubes they had to use to

figure out a way to count the cubes quickly.

The paper was to record either by drawing or writing what they did with

the cubes. They had to figure out as

many ways as possible. I also told them

they were on a deserted island and so they could not talk to anyone, including

me. They just had to get to work and

figure it out.

I then started to walk

around as they were trying to figure it out.

Immediately I saw some children putting the cubes into groups to count

by 2s or 3s or 4s, etc. Once I saw that

a child had recorded what they had done, I quietly asked the child to go up to

the white board with the paper and copy what they had done. I kept walking and selected another child. I

did this 4 times. Once the 4 students

had copied their work onto the white board, I asked each one to come up and

explain what he or she had done. I

purposely chose students who had counted by different numbers. It was exciting to see the students explain

what they had done! I feel this part of

the lesson was so important because in many instances in the Go Math book,

students ** MUST** explain how they got the answer….and the replies I have been

getting have been hilarious:

*“I
read the question and just did it.”*

*“I
sat for awhile and figured it out.”*

*“I
guessed.”*

However, when

these students came up, they confidently explained how they __grouped __the

cubes __by 3s__ (or 2s or 4s, etc.) and then __skip counted__ by that

number to 12. The underlined words offer

insight into the student’s thinking: ** I need to make equal groups of the same number**The lesson did not end here. The next step (

so I can count by that number to quickly get to 12!

**You All**) was to have the students work

with their table partner and combine their cubes to make 24 total. They worked together to find ways

to quickly count the 24 cubes. This time

they were even more confident and quickly figured out how to count them by 2s,

3s, 4s, 6s, 8s, even 12s! Again, I strategically

chose students to come up record their work on the board and then explain to

the class. Their explanations again

were spot on with the use of groups, skip counting and that the groups had to

be equal.

Then it was my turn (the We

part) in which I help them label their paper (which were now called notes) with

terms such as: **4 groups of 3 equals 12
or 3 equal groups of 4 equals 12**. We did

that for all the ones that were recorded by the students on the board. Then I excitedly announced to the

students: You just discovered

MULTIPLICATION! You should have seen the

looks on their faces. Yes, I said: multiplication is the quick counting or

adding of equal groups. From there, I

then assigned the workbook pages from the Go Math book. They worked for about 15-20 minutes and I

only had about 2-3 students ask for help.

They completely understood the concept of counting equal groups and were

able to apply it to the word problems and problem solving workbook

problems. Thank goodness for unifix

cubes!

**Part 3
coming soon: repeated addition with the
You, You All, We approach.**