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[CCSS.MATH.CONTENT.2.OA.C.3] Determine whether a group of objects (up to 20) has an
odd or even number of members, e.g., by pairing objects or counting them by 2s; write an
equation to express an even number as a sum of two equal addends.
[CCSS.MATH.CONTENT.2.OA.C.4] Use addition to find the total number of objects
arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to
express the total as a sum of equal addends.
This unit
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School Mathematics states, Developing fluency requires a balance and connection between conceptual
understanding and computational proficiency. Fluency in multiplication is defined as possessing a
deeper understanding and being able to apply what has been learned. While learning and teaching
multiplication can seem tedious children need to learn and master multiplication or they will be at a
mathematical disadvantage that can hinder mathematical success in the future. The teaching method that
should be used is the introduction to all of the multiplications teaching the easiest ones first and moving
to those that may be difficult. Once all the multiplications have been covered teaching should consist of
multiplication applications and problem solving. The mastery of multiplications will no longer come
simply from memorization but must establish a deeper connection.
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The third section focuses on multiplying by 2. Now that students have learned the basic
foundational concepts of multiplication, they are ready to learn how to multiply numbers. In
lesson 3 students will learn different ways to multiply when 2 is a factor.
The forth section focuses on multiplying with 5. Students will learn different ways to
multiply when 5 is a factor. The fifth section focuses on multiplying by 10. Students will learn to
find the product, when one of the factors is a 5.
# of lesson periods
Modeling Multiplication
ex. 2 + 2+ 2 +2 +2= 2 x 5
1 x 60 min.
Understand that multiplication is similar to repeated
addition.
Learn about the multiplication symbol and how to
write a multiplication sentence.
2 (Sarah)
4 (Cathy)
5 (Yvonne)
1 x 60 min.
Lesson 2: Vivian
Pepperoni Pizzas
Goals of the Lesson:
a. [CCSS.MATH.CONTENT.3.OA.A.1] Interpret products of whole numbers, e.g.,
interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example,
describe a context in which a total number of objects can be expressed as 5 7.
b. For students to extend their prior knowledge and understand multiplication as repeated
addition.
c. For students to understand numerical representations in a written algorithm expressed by
verbal and visual form.
Flow of the lesson based on teaching through problem solving
Steps, Learning Activities
Teachers Support
Points of
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Evaluation
1. Introduction
Find the total number of eggs. Then write an
addition equation to express the total of eggs in
the carton.
(2+2+2+2+2+2=12; 6+6=12)
This serves as a quick review from what students
learned in second grade.
CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of object
arranged in rectangular arrays with up to 5 rows
and up to 5 columns; write an equation to
express the total as a sum of equal addends.
2. Posing the Task
Show me a
thumbs up if you
understand what to
Students will
display thumbs
up if they
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do.
Are there any
additional
questions?
Ms. Huangs Uncle works at a pizzeria. He tells
Ms. Huang that every day for lunch, he makes
four pizzas for his employee and each pizza has
exactly five pepperonis. However, he doesnt
have enough pepperonis to make pizzas for his
employees for tomorrows lunch. How many
pepperonis does Ms. Huangs Uncle need total in
order to make lunch for his employees
tomorrow?
3. Anticipated Student Responses
Students will use paper plates to represent pizzas
and red counters to represent pepperonis as math
manipulatives.
R1: 5+5+5+5=20
R2: Students counting each pepperoni
R3: 4+4+4+4+1+1+1+1=20
R4: 4*5=20
understand their
task, a thumb in
the middle if
they have some
questions, or
thumbs down if
they dont
understand the
task at all.
The purpose of
this lesson is for
students to see
and understand
how
multiplication is
just repeated
addition.
Ideas to focus on
during the
discussion are the
various algorithms
the students use to
represent the
image. Then
students will be
shown despite the
various methods of
solution, the
methods will result
in the same answer
by simplifying the
equation. This will
also display a
method to check
their work.
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5. Summing up
Today, we learned how to find the total number
of objects using multiplication. We know the total
can be found using the number of groups
multiplied by the number in each group.
a)
b)
c)
d)
e)
Evaluation
Did students understand how to write an algorithm to represent the images represented?
Did students understand what the numbers and operation symbols represent in the algorithm?
Was there enough time for students to investigate the problem and develop a solution?
How many students were able to understand the problem and methods of solutions they used?
How comfortable were students using numbers and operation symbols to represent their
understanding?
Lesson 2: Sarah
An example of lesson plan format for teaching through problem solving (TTP)
a)
b)
c)
d)
Teachers Support
Points of
Evaluation
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Part 2:
For part two of the introduction, I will present the
students with a story problem.
Problem: Jenny collects flags from different states.
She has her flags hung up on a wall in her room. How
many flags are on her wall?
Part 1:
Based on the two math sentences
on the board, which one is
correct and why?
Why is 6 x 4 incorrect?
Remind students in this case that
6 x 4 represents 6 groups of 4
and not 4 groups of 6.
Part 1:
(Part 1 should not
take long because
students should
have this skill
mastered). They
should be able to
recognize that
whenever they see
a repeated addition
sentence, they can
rewrite it into a
multiplication
sentence. They
should also be able
to clearly explain
their math
sentences as well.
Part 2:
See if students are
able to write a
math sentence
based off the array
they see
If students are able
to explain their
math sentence and
what each factor
represents
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10
Part 2:
If students are struggling to
answer this question, I will ask
them what they notice about the
picture and how they are
arranged.
I will point to the picture and
show the students how all of
Jennys flags are arranged in
rows and columns.
Part 3:
Write a
multiplication
sentence that
correlates with the
array
Able to identify
the number of
rows and the
number of flags in
each row
Understand the
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11
commutative
property of
multiplication.
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12
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13
Writing a multiplication
sentence
Drawing an array using the
given number of objects
Writing a multiplication
sentence that correlates with the
array
Notice factors
Commutative Property of
Multiplication
14
and how the order in which you multiply the factors does
not matter because you get the same answer.
Evaluation
a) Do students know and understand what an array is?
b) Are students able to see the relationship between the array and multiplication
sentence?
c) Were students able to write an algorithm that correctly represents the array?
d) Were students given enough time to explore the problem and come up with multiple
solutions?
e) Are the students comfortable with writing a multiplication sentence for each array?
How comfortable?
Lesson 3: Adelaida
Goals of the Lesson:
a. [CCSS.MATH.CONTENT.3.OA.C.7] Fluently multiply and divide within 100, using
strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 =
40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
b. For students to extend their prior knowledge and understand multiplication as repeated
addition.
c. For students to understand numerical representations in a written algorithm expressed by
verbal and visual form.
Flow of the lesson based on teaching through problem solving
Steps, Learning Activities
Teachers Questions and Expected Student Reactions
1. Introduction
a. Show students a sequence of multiplication of 5. Ask
students if they see any patterns.
Teachers
Support
Do you see any
pattern in this
number sequence?
Can you tell me
Points of
Evaluation
Students see
the 5 and 0
pattern from
the sequence.
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15
In this hundreds
chart, we see that
numbers on the
washing line are
highlighted
yellow. What
other numbers
would be also
highlighted?
If the this box
were to continue
for a long time
and numbers
4,560 or 85,675
appearedcan
these numbers
still be
highlighted?
d. Pass out a sheet that has a blank circle and tell students
to make a clock. Tell them to write the numbers 12 and 6 in
the outlier of the middle in the clock first and go on from
there. If students have hard time remembering the hour
hand, tell them they can also write down 3 and 9 first to
give them a better image of the clock.
Now, were
going to
change our
gear just a little
bit and make a
clock. Dont
look at any
clocks in the
room and try to
make your own
They should
also realize that
the numbers
are increasing
by.
Students say
any numbers
with 0 or 5
tenths or any
numbers that
are vertical
from the
highlighted
box could be
highlighted.
Students can
explain that
any numbers if
0 or 5 at the
end could be
highlighted.
Students can
draw the hour
hand of the
clock
accurately.
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Students can
write down
correct minutes
according to
each number in
the box.
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Once you are done with the problem, solve 9x6 using your prior
knowledge on multiplication of 5.
Were students
able to
understand that
even if they
grouped the
circle
differently
(horizontally or
vertically),
they would still
get the same
answer?
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R4:
R5: 4x5=20
5. Summing up
Today, we learned that there is a sequence in the
multiplication of 5. To find the solution, we need to add 5
continuously. We also know that any number that ends with
0 or 5 can be dividend by 5.
Evaluation
a. Did students understand that multiplication is a sequence of numbers?
b. Did students understand that that clock is a representation of multiplication of 5?
c. Did students understand any number that ends with 0 or 5 could be dividend by 5?
d. How many students were able to understand the problem and methods of solutions they used?
e. How comfortable were students using numbers and operation symbols to represent their
understanding ?
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Lesson 4: Cathy
Goals of the Lesson:
a) [CCSS.MATH.CONTENT.3.OA.A.1]
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For
example, describe a context in which a total number of objects can be expressed as 5 7.
Teachers Support
Points of Evaluation
2+2+2=
2+2+2+2+2=
2+2=
2+2+2+2+2+2+2+2+2+2+2+2=
2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2=
2+2+2+2=
2=
2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=2=
2x3
2x5
2x2
2 x 12
2x6
2x9
2x4
2x1
2x7
2 x 10
2x8
2 x 11
Part One:
Part One:
Students should
recognize that it is
repeated addition.
They should be able to
identify that this is the
2s multiplication.
Students should be
brainstorming ideas:
array, repeated
addition, drawings.
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20
ideas down.
I will then ask students to raise there hands to share
ideas of how we can solve these 12 problems faster
and in an easier manner.
Students should
mention the following:
repe
ated addition
arra
y
draw
ing (possibly)
Part Two:
Before moving forward we will complete one row of
the Multiplication Strategy Review Sheet
https://www.pinterest.com/pin/514958538615572642/
Part Three:
Students will watch the following video:
https://www.youtube.com/watch?v=PE_oUqJ41oI
Part Three:
Part Three:
Classroom will all be
singing.
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Students should be
able to solve problem
using any of the four
strategies shown in the
Multiplication
Strategy Review
Sheet.
or
4x2
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Students will be
learning from their
peers.
Students will be able
to question and
comment the work
their peers show.
5. Summing up
Students will take out the worksheet completed Part
One of the Introduction. Next to the repeated
addition they will write the 2s multiplication.
1. 2+2+2=
2x3
2. 2+2+2+2+2=
2x5
3. 2+2=
2x2
4. 2+2+2+2+2+2+2+2+2+2+2+2=
2 x 12
5. 2+2+2+2+2+2=
2x6
6. 2+2+2+2+2+2+2+2+2=
2x9
7. 2+2+2+2=
2x4
8. 2 =
2x1
9. 2+2+2+2+2+2+2=
2x7
10. 2+2+2+2+2+2+2+2+2+2=
2 x 10
11. 2+2+2+2+2+2+2+2=
2x8
12. 2+2+2+2+2+2+2+2+2+2=2=
2 x 11
Then, as a table students will discuss and brainstorm a
summary.
Students will write their tables brainstormed summary
and then a classroom/teacher summary.
Student Summary:
Evaluation
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1.
2.
3.
4.
5.
Lesson 5- Yvonne
Goals of the Lesson:
a) [CCSS.MATH.CONTENT.3.OA.A.1] Interpret products of whole numbers, e.g., interpret
5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a
context in which a total number of objects can be expressed as 5 7.
b) For students to explain their method of choice to solve the problem.
c) For students to understand the different methods learned for multiplication of 10.
Steps, Learning Activities
Teachers Questions and Expected
Student Reactions
1. Introduction
Students will review the
different ways to solve a onedigit multiplication problem
using addition, arrays and the
different methods for multiples
of five and two.
Students will also go over the
multiple of 1, as it will lead
them into the main lesson of
multiple of 10.
Teachers Support
Points of Evaluation
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4. Comparing and
Discussing
I will have the students share
their method depending on how
they have solved the problem. I
will have one student from
each method taught to share
their solution methods.
I will also share one problem
that is incorrect so that the
students can discuss why the
solution is incorrect.
5. Summing up
I will summarize the main idea
of the lesson by discussing the
different methods once again to
solve the multiplication of 10s.
Students should know how to
explain how they have solved a
multiplication of 10 problems.
Evaluation
1. Do students understand the different methods of solving a multiplication of 10s problem?
2. Do students understand the information given in the world problem?
3. Are students using a method learned for the multiplication of 10?
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