Answer the given questions based on reference to the lesson plan below

1. Targeted age or grade level	Grade 3 to 4
2. Classroom Structure	co-operative learning, whole class, discussion, combination of methods
3. Mathematic topic addresses.	Operation & Algebraic Thinking
4. Content overview	Students are to interpret multiplication equation as a comparison using the four operations with whole numbers to solve problems
5. What I want children to discover.	a. Describe the connection between addition and multiplication b. Analyze multiplication in problem-solving questions. c. Creating different strategies or solutions to solve a multiplicative problem. d. Students are able to evaluate and value of the concept of multiplication through addition. e. Students are will be flexible and fluent in using models and base-ten cards as tools to improve precision and speed in solving. f. But the word of the Lord continued to grow and to be multiplied. Acts 12:24
6. Description of introductory activity and initial discussion. a. Anticipatory Set b. Class Procedures and approach	Anticipatory Set: Students will be shown a set of 5 boxes with unknown content. Select five students or volunteers to only use their hands to feel what is inside the box. (One for each student). Ask the students to make a guess on what is the item and estimate its the amount in the box. Spend 5 minutes asking the students to create a story problem based on the activity. Class procedure: 1. The lesson will start with the anticipatory set as mention above. 2. A 10-minute lecture on different strategies to solve a problem-solving question. Students will start with the story problem they have created using from the anticipatory set. 3. Students will proceed to the class activity. 4. Class discussion and conclusion 5. Students with be given a set of not more than 6 to 8 problem-solving practice as homework.
7. Materials needed.	5 boxes each filled with different items (example colored balls), Pen or pencil, Math notebook, base-ten blocks/ manipulative, counters, base-ten flashcards, and Ten-frame paper.
8. Description of activity	Students will first be given a set of multiplication numbers. Example 4 x 3, 6 x 4. Using the given base-ten frame ask them to use the counters to demonstrate the representation of the problems given. In pairs, ask them to create a story problem. Get them to refer to the 5 boxes in the anticipatory set. Example, 5 x 4 (There are 5 boxes and in each of the boxes there are 4 colored balls.). Get the students to convert the multiplication problem using addition. Example, 5 x 4 = 4 + 4 + 4 + 4+ 4. Every time a pair completes a task ask them to share their findings. Finally instruct the student to use the base-ten blocks to demonstrate the same problem and later a little challenging problem. Example, 27 x 3.
9. Typical discussion questions	1. Do you see the connection between the Boxes and our lesson? 2. Which part of the lesson you feel most challenging and why? 3. Did you see the connection between addition and multiplication? If So which operation would be applicable in this situation and why?
4. How Children will be encouraged to self-study on their own in the classroom and at home	1. Through the homework given, get the students to make a picture story as a substitute to their story problem. 2. Get the students to try out, the following online game to reinforce fluency in the four operations. https://www.adaptedmind.com/ math section.
5. Expected conclusion	a. Describe the connection between addition and multiplication b. Analyze multiplication in problem-solving questions. c. Creating different strategies or solutions to solve a multiplicative problem. d. Students are able to evaluate and value of the concept of multiplication through addition. e. Students are will be flexible and fluent in using models and base-ten cards as tools to improve precision and speed in solving.
6. Assessment	Students with be given a set of not more than 6 to 8 problem-solving practice as homework, which includes; a. Ten-frame solution b. Picture story/Story problem c. Solving strategies. *As demonstrated during the lecture.
7. Application to real-life situation	At the completion of the homework, everyone will be asked to find out how many pairs of shoes does every family has? After the investigation and data collection, the numbers will be added up to find the total for the whole class. Advance students; We can challenge advanced students to find out the total cost of all those pairs of shoes.

2. Suggest another Application to Real-life Situation activity/project that is relevant to the given lesson. Describe, explain and justify your activity. Create a connection to the lesson.

All the information is in the lesson plan.