2th Grade Math 　Teacher: Mr. Yutaka Ogata School: Kumamoto University-Affiliated Elementary School

Place ■Regular classroom　□Computer room　□Special classroom　□Gymnasium　□Athletic Field　□Outdoors　□Others〔　〕 Type of Lesson ■Class　□Group　□Pair/Individual　□Follow-up　□Others〔　〕 Phase ■Introduction　■Development　□Conclusion　□Others〔　〕 Main user of IT ■Teacher　□Student　□Others〔　 〕 Objectives ■To introduce the topic　■To motivate students　□As illustrative material used by the teacher　□As illustrative material used by the student　□To use as student's reference　□To master through repetition　□To present a model　□To recollect past experiences　□To compare　■To examine what has been done/studied　□To provide second-hand experience　□Others〔　〕 Equipment ■Computer　■Projector　■Screen　□Electronic Whiteboard　■Visual Presenter　□Digital Camera　□Video Player　□Internet　■Digital Contents　□CD-ROM　■Speakers　□Others〔　〕 A practical example of using digital contents in math to motive students and to introduce problems. The Rules of the Multiplication Table Contents: based on curriculum guidelines Contents A Numbers and Calculations (3) To understand the meaning and application of multiplication. II　To find simple rules that apply to multiplication and use it to construct a multiplication table and to check answers. To use a multiplication table puzzle to motivate students to discover the rules of multiplication on their own. (1) Present a 9×9 multiplication table consisting of 81 squares with only 1 and 81 written in. (2) Using digital contents, divide the table into 20 small puzzle pieces and provide the numbers that hold the clue to the answer thereby inviting the students to try to solve the puzzle. (3) Have the students solve the puzzle and then encourage them to fill in the blank squares of the original 9×9 multiplication table. (4) Have the students present their findings while solving the puzzle. [Abstract] Discovering the rules behind the multiplication table.Presenting the new findings about multiplication discovered while solving a multiplication puzzle.     (5) Show the original multiplication table with only 1 and 81 filled in. It is recommended that the contents be shown when introducing the problem to boost the children’s interest, during presentations and discussions held after solving the problem on their own, and during the final wrap-up. Kumamoto University-Affiliated Elementary School Homepage “Collection of Digital Contents for Class Use” http://kues.educ.kumamoto-u.ac.jp/~fuzoku/