
A Giraffe Named Stretch
Kristin Brown
3rd Grade
McLendon Elementary School
DeKalb County Schools
Task

Overview
In this task, students will create and solve multiplication stories about Stretch (a giraffe) and his children using a list of facts given to them. Students will then do the same with other animals using a different set of facts.
Illustrative Task
Write and solve multiplication stories about Stretch and his children  Bob, Sue, Amy, and the twins Ned and Fred. Here are some facts about the tallest land animal on earth.
 Giraffes have the same number of legs that most dogs do, 4 legs.
 A giraffe’s tongue is about 20 inches long and it is black.
 Giraffes have very long necks, about 8 feet long.
 A giraffe’s foot is 12 inches across. That is the same size as most dinner plates!
An example multiplication story: If the tails of all the giraffes listed above were placed end to end, how long would that be? One giraffe tail is 8 feet long. There are 6 giraffes. 6 x 8 = 48 feet long altogether.
Write three more multiplication stories about giraffes or another interesting animal.


GPS Addressed

M3N3. Students will further develop their understanding of multiplication of whole numbers and develop the ability to apply it in problem solving.
 Describe the relationship between addition and multiplication, i.e., multiplication is defined as repeated addition.
 Know the multiplication facts with understanding and fluency to 10 x 10.
 Use arrays and area models to develop understanding of the distributive property and to determine partial products for multiplication of 2 or 3digit numbers by a 1 digit number.
 Understand the effect on the product when multiplying by multiples of 10.
 Apply the identity, commutative and associative properties of multiplication and verify the results.
 Use mental math and estimation strategies to multiply.
 Solve problems requiring multiplication.e appropriate to display your information


Video Information


Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.
 What kinds of questions does the teacher ask to promote students’ problem solving?
 How is the teacher gauging students’ current understandings and building from those understandings?
 Consider the GPS standards listed with this video. How does the lesson featured in this video address each of these?
 What makes this lesson different from lessons you have taught on this topic?


