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Christmas Party Counting

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					Christmas Party
   Counting
    By Liz Voorhees
Mom is throwing a Christmas party and I get to set the table! I
must put one of each glass with each plate. I’m learning about
    multiplication in class…let me show you what I know!
One place setting requires 3 dishes. 3 X 1 = 3
  There are 3 dishes for per place setting!
For 2 people there are 2 place settings with 3 dishes each.
                         3X2=6
   There are 6 dishes on the table for 2 place settings!
For 3 place settings how many dishes do I put on the table?
3X3=9
Now I have 9 dishes on the table.
For four place settings I have 3 dishes per setting times four
                     settings. 3 X 4 = 12
       Wow! The table is beginning to get crowded.
Now I have 5 settings and 3 dishes for each one. 5 X 3 = 15
 There are now 15 dishes on the table…just like my birthday
                           number!
Oh dear, the table is really crowded. We have no more room so I
hope Mom’s party is only 6 people! How many dishes have I set
 now? 6 X 3 = 18…there are now 18 dishes on the table for the
                          Christmas party!
  So now I have shown
        you…

       3X1=3
       3X2=6
       3X3=9
       3 X 4 = 12
       3 X 5 = 15
       3 X 6 = 18

   Well I must go to my
Christmas party and listen
to people compliment my
    table setting skills!
                        TEKS
• (2.4) Number, operation, and quantitative reasoning. The
    student models multiplication and division. The student is
   expected to: (A) model, create, and describe multiplication
    situations in which equivalent sets of concrete objects are
                              joined;

• (2.12) Underlying processes and mathematical tools. The
     student applies Grade 2 mathematics to solve problems
 connected to everyday experiences and activities in and outside
      of school. The student is expected to: (A) identify the
   mathematics in everyday situations; (B) solve problems with
  guidance that incorporates the processes of understanding the
                   problem, makireasonablenes

				
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