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Unit and Lesson Plan for Third Grade, Introduction to Multiplication

Unit & Lesson plan developed by:


Adelaida Kim, Cathy Davila, Sarah Chang, Vivian Huang, Yvonne Kang

Title of the Unit: <Introduction to Multiplication>


Textbook: Houghton Mifflin Mathematics, 3rd Grade, Vol. 1, Teacher Edition (published 2002)
Brief description of the Unit
Students will be introduced to multiplication using repetitive addition and arrays. Using various
methods of strategy, students will learn how multiply with 2's, 5's and 10's.
Goals of the Unit:
For students to make connections between repeated addition and multiplication using
equal groups.
For students to model and use multiplication to solve word problems in situations involving
arrays.
For students to be familiar and use key math vocabulary to communicate: product,
factors, array, times, multiplication, commutative property of multiplication
Relationship of the Unit to the Standards:
[CCSS.MATH.CONTENT.2.NBT.A.2] Count within 1000; skip-count by 5s, 10s, and

100s.
[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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[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.
[CCSS.MATH.CONTENT.3.OA.A.3] Use multiplication and division within 100 to solve
word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.
[CCSS.MATH.CONTENT.3.OA.B.5] Apply properties of operations as strategies to multiply
and divide. Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative
property of multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2
= 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8
2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive
property.)
[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.
Background and Rationale
a. Students will need to learn the different methods of solving a multiplication problem, so they
will be prepared to learn to solve problems with bigger numbers.
b. Students will need to memorize the multiplication table later on, but if they forget they can use
what they will learn in this unit to help them solve a problem. In a classroom I have done field
experience, a student was struggling to remember what 5x7 was but the teacher reminded them
the different methods they had learned to solve multiplication problems.
c. Students will build their knowledge on multiplication by learning that multiplication is similar to
repeated addition and that multiplication is the basic foundation of division. Students will see
how and why 5x7 and 7x5 are different of question even though they have the same solution.
Consideration for Designing the Unit (Findings from your research)
Curriculum that our group used was a resource from a textbook in the education book collection
in the DePaul Lincoln Park library.
The section used in the book was a chapter on teaching introduction to multiplication.
Article: Teaching for Mastery of Multiplication
Any memory of multiplication for us was memorization. But according to the National Council of
Teachers of Mathematics (NCTM) memorization is not fluency. The book Principles and Standards for
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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.

About the Unit and the Lesson


The unit plan we have constructed has been divided into 5 sections. Each section requires
students to build upon skills and concepts they have learned from the previous section. The first
section is composed of lesson 1. The students are introduced to the concept of multiplication for
the first time. We will be modeling multiplication through repeated addition. Addition is a skill
students have previous learned and mastered. We will be showing students how you can think
about multiplication as repeated addition. Students will learn about the symbol that represents
multiplication and how to write a multiplication sentence using the symbol.
In the second section, students will be learning about arrays and multiplication. Students
will learn how to formulate an algorithm (multiplication sentence) from the given array. Students
will also learn about the Commutative Property of Multiplication. Through various activities,
students will see that the two factors can be multiplied in any order and still come out with the
same product.

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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.

Flow of the Unit


Lesson Number
1 (Vivian)

Title and Learning Objectives

# 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)

Arrays and Multiplication


2 x 60 min.
Solve word problem in situations involving arrays.
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Using arrays to find solution to the multiplication


problem.
3 (Adelaida)

Multiply with Five


1 x 60 min.
Using strategies previously learned and applying to
multiplication factor of 5.

4 (Cathy)

Multiply with Two


Becoming familiar with the multiplication factor of 2
by using different ways to multiply.

5 (Yvonne)

1 x 60 min.

Multiply with Ten


1 x 60 min.
Deepen understanding of strategies used and another
way to remember multiplication factor of 10.

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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Teachers Questions and Expected Student


Reactions

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

Students will have


various ways of
responding. As the
teacher, I will take
note of all the
different responses
and use it in the
class discussion.

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.

For students who


have incorrect
Follow Up Question What is another way Ms.
solutions, I will ask
Huangs Uncle can use the same number of
them to explain
pepperonis but with a different number of pizzas? how they got their
Write an addition algorithm and multiplication
answer and explain
algorithm for each visual you draw
what their
algorithm
R1: 10 pizza 2 pepperoni on each
represents.
2+2+2+2+2+2+2+2+2+2=20 10x2=20
If students finish
R2: 2 pizza 10 pepperoni on each 10+10=20
early, I will instruct
2x10=20
them to develop a
different algorithm
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different from the


first algorithm they
came up with.
The teacher will
select students who
finished early to go
to the board and
display the various
methods used.
4. Comparing and Discussing
After the selected students have displayed their
method and math work on the board, the teacher
will select other students to explain what their
classmates did and what their algorithm
represented in the image.
Despite the order of algorithms presented on the
board, the student solutions will be displayed in
the order shown above in Anticipated Student
Response.
Then as a class we will observe and analyze the
picture.
There are 4 pizza
Each one has 5 pepperonis
5+5+5+5=20 pepperonis
How many groups of pepperonis are there?
4 groups
How many pepperonis are in each pizza?
5 pepperonis
Another way we can write the total of pepperonis
is using multiplication.
# of groups x # in each group
4 x 5=20
There are 4 groups of 5 pepperonis

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.

The teacher will


use student
verbal
understanding
of how the
numbers in the
algorithm
represents
aspects of the
image will
indicate the
students are
benefiting from
the discussion
as well as the
questions they
ask

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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)

Goals of the Lesson:


[CCSS.MATH.CONTENT.3.OA.A.3] Use multiplication and division within 100 to solve
word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.
For students to model and use multiplication to solve word problems in situations involving
arrays.
For students to know and understand the Commutative Property of Multiplication.
For students to appreciate the usefulness of multiplication and its efficiency.
***This lesson is anticipated to take about 2-3 days to complete.
Flow of the lesson based on teaching through problem solving
Steps, Learning Activities
Teachers Questions and Expected Student Reactions
1. Introduction

Teachers Support

Points of
Evaluation

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In the previous lesson, students learned about how


multiplication is similar to repeated addition. Instead of
adding all the numbers up, students can use multiplication
to efficiently solve for the solution. They also learned
about the multiplication symbol and how to properly
write a multiplication sentence.
Part 1:
In the beginning of the introduction, we will have a brief
review of what the students learned in the previous lesson.
I will present them with a problem on the board and ask
them to write a multiplication sentence that correlates
with it in their math journals.
Problem: 6 + 6 + 6 + 6 = 24
Answer: 4 x 6 = 24
Anticipated student responses: 4 x 6 = 24 and 6 x 4 = 24.
I will have students volunteer themselves and ask them to
come up to the board and write their math sentence.
Then we will have a brief discussion about it and move
onto part 2 of the introduction.

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

If you look at the flags on Jennys wall they are arranged


in an array. Can anyone take an educated guess on what

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10

an array might be?


An array is a number of objects arranged into rows and
columns.
How many rows are there?
4
Can someone tell me something you notice about each
row?
Each row in the array has an equal number of flags.
How many flags are in each row?
5
How many flags are there altogether?
20

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.

I will ask students to write a multiplication sentence that


correlates with the picture. They will be given no more
than 2 minutes to complete this.
Once they have written their math sentence, the students
and I will go over it as a class.
4 x 5= 20
4 represents the number of rows
5 represents the number of flags in each row
20 represents the total number of flags
Part 3:
After we go over part 2, I will present the students with
another question in regards to the same problem.
Jenny wants to change the layout of the flags, so she turns
it around. Does the total number of flags change? Why or
why not? Write a math sentence that represents the new
design to support your answer.

Might need to go over how the


first number in the multiplication
sentence represents the number
of groups and the second
number represent the number of
items in a group.
Part 3:
If the students are having a
difficult time writing the number
sentence then I will ask them a
couple of questions to get them
thinking.
How many rows do you see?
How many flags are in each
row?
How many flags are there
altogether?

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.

We will be going over the answer as a class. I will have


students share their answers and explanations.
Afterwards we will talk about both multiplication
sentences and how the total does not change. This will set
me up into introducing the students to a new vocabulary
word: Commutative Property of Multiplication.
Students will already know about the Commutative
Property of Addition and I will explain how it is very
similar.
Commutative Property of Multiplication: When
multiplying factors, the order in which you multiply the
factors does not change the product.
If I change the order of the factors it does not change the
product.
Example: 4 x 5 = 20 and 5 x 4 = 20
**Mention how if I use 4 x 5 = 20 it means that I have
four rows with 5 flags in each row. If I use 5 x 4 = 20 it
means I have 5 rows with 4 flags in each row.
Give students example:
Will 3 x 5 give me the same product as 5 x 3?
Will 6 x 7 give me the same product as 7 x 6?

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Will 5 x 3 give me the same product as 5 x 4? Why?


I will be looking for students to say because they do not
have the same factors. In order for the commutative
property of multiplication
2. Posing the Task
Students will be given a total of 24 m&ms. They will be
asked to come up with as many arrays and write a
multiplication sentence for each array. They must use all
24 m&ms.
I will give them a worksheet to draw and write each array
and multiplication sentence they come up with.

Remind students that each row


must have the same (equal)
amount of m&m (Cannot have 6
in one row, 10 in another, and 8
in another).
Because we know the total
number of m&ms what should
the product of all our math
sentences be?

Based of the arrays


and multiplication
sentences they
created and
whether or not the
two correlate, I
will know whether
or not students
understand arrays
and multiplication.
If the array and
multiplication
sentence do not
match, I will know
that the students
have not mastered
this skill yet and
something we need
to work on more.

3. Anticipated Student Responses


R1: 1 x 24 = 24
R2: 2 x 12 = 24
R3: 3 x 8 = 24
R4: 4 x 6 = 24
R5: 6 x 4 = 24
R6: 8 x 3 = 24
R7: 12 x 2 = 24
R8: 24 x 1 = 24

I will encourage students to


work together and share their
solutions with one another. If
there are students who are stuck,
I will have them ask a peer first
and if they are unable to find the
answer, then I will step in and
help them.
I will also tell students to come

The goal of this


task is not to have
students come up
with all the arrays.
Instead the goal of
this lesson is to see
whether or not the
array students have
drawn matches the
multiplication

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13

up with as many arrays as


possible.
If I see an a multiplication
sentence that does not correlate
with the array they have, I will
ask them various questions so
that they notice this mistake as
well.

4. Comparing and Discussing


I will give students 3-5 minutes to come up to the board
and draw their array and math sentence (can only come
up once).
Then as a class, we will go over each array and whether
or not the math sentence that is under it is correct.
After we go over each array, we will group the
arrays/multiplication sentences based on similar factors.
1 x 24 = 24, 24 x 1 = 24
2 x 12 = 24, 12 x 2 = 24
3 x 8 = 24, 8 x 3 = 24
4 x 6 = 24, 6 x 4 = 24

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

sentence they have


written.
Are students able
to write a
multiplication
sentence based on
the array they see?

When students are


able to challenge
one anothers
solutions/explanati
ons.
Students use
vocabulary terms:
product, factors,
array,
multiplication,
commutative
property of
multiplication

I will ask the students if they notice anything about the


pairs. I will use this opportunity to go over commutative
property of multiplication again.
5. Summing up
Today we learned about how to use multiplication to
solve for the total number of objects in an array. We know
how to formulate a multiplication sentence using the
information we found from looking at the array. We
learned about the Commutative Property of Multiplication
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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

the pattern you


see?

b. Show students a hundreds chart with some of


multiplication of 5 highlighted. Ask students what other
numbers would be highlighted.

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?

c. Ask students if 4,560 and 85,675 can also 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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e. Once students are done writing down the numbers on


their clock, pass out the chart that has numbers written
down along with empty minute box. Students are to write
the minutes according the number that the minute hand is
pointing to.

clock with the


sheet of paper I
just passed
out.

Students can
write down
correct minutes
according to
each number in
the box.

Students should be familiar with looking at the time. The activity is to


give students confidence that the multiplication of 5 is something they
already know even without trying to memorize the numbers.

2. Posing the Task


Ms. Kim decides to give her teacher friends some
chocolates. In order to find out how many chocolates she
could give to each teacher, Ms. Kim must find out how
many chocolate she has in total. There are 4 groups of 5
chocolates inside the box. How many chocolates does Ms
Kim have in total?

Students will have


different strategies
to solve the
problem. The
teacher should
consider all the
anticipated
student responses
and use some of
them in the class
discussion.

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Once you are done with the problem, solve 9x6 using your prior
knowledge on multiplication of 5.

3. Anticipated Student Responses


R1: 5 10 15 20
R2: 5+5+5+5
R3: 5x4
R4: 4 8 12 16 20
R5: 4+4+4+4+4
R6: 4x5

The teacher will


pick three
anticipated
responses that all
have different
strategies. The
purpose of
discussion is too
see that all
different methods
will have the only
one solution.

Were students
able to
understand that
even if they
grouped the
circle
differently
(horizontally or
vertically),
they would still
get the same
answer?

4. Comparing and Discussing


Select three students to come to the board that had different
strategy to solve to the problem.
R1:

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18

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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19

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.

b) For students to model and use multiplication to solve word problems.


c) For students to associate addition to multiplication.
d) For students to understand there are multiple strategies when multiplying (repeated addition, array, picture, breakapart).
Steps, Learning Activities
Teachers Questions and Expected Student
Reactions
1. Introduction

Teachers Support

Points of Evaluation

In previous lessons students have learned:


multiplication is repeated addition, the Commutative
Property of Multiplication, and how to using arrays to
solve word problems.
Part One:
In the beginning of the introduction, we will have a
brief review of what the students learned in the
previous lesson. Next, students will have the
following worksheet:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

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

The multiplications on the right side will NOT be


present.

Part One:

Part One:

When students have


completed worksheet we will
have a brief discussion.
We just completed this work.
Can someone tell me what we
have been learning in
previous lessons and how this
connect to what we did just a
few seconds ago.
At this time, talk in your table
about ways we can show this
in a faster and easier way.
After write your ideas in your
math journal.

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.

Thumbs up if you are done


and a thumbs down if you
need more time to write your

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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.

At the end of the lesson we will review this worksheet


again.

At this time you may put this


sheet away. We will be
looking at it once again
towards the end of class.

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/

Remember we are going to be


using the 2s multiplication
The array, drawing,
repeated addition is
not new to students
and should know how
to complete the chart.
If there is a
disconnection in any
section I will be able
to see which students
need additional help in
a certain area.

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.

2. Posing the Task


Students will use the concept of repeated addition to
solve the following problem.
Problem:
Ms. Davila wants to know how many computers there
are at Blank Elementary. There are 12 classrooms at
Blank Elementary and each classroom has two

I will remind students that


they can use their
Multiplication Strategy
Review Sheet or the
following chart will also be
available.

Students should write


the problem in math
journal.
As students solve
problem they should

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21

computers. Help Ms. Davila figure out how many


computers there are.

show all their work


and label each part of
their work as well.

Then, students will be given sheets graph paper. Using


the graph paper the students will create the 2s
multiplication table. On the back side of their graph
paper shape they will write the product.
2x4

Students should be
able to solve problem
using any of the four
strategies shown in the
Multiplication
Strategy Review
Sheet.

or
4x2

3. Anticipated Student Responses

I would review with the whole


class the following:

R1: 2+2+2+2+2+2+2+2+2+2+2+2 = 24 [correct]


R2: 2 x 12 = 24 [correct]
R3: 12 x 12 = 24 [ incorrect number sentence; correct
product]
R4: 12 + 2 = 14 [incorrect]

# of groups x # in each group


=
product.
Students who finished early
could review their 2s
flashcards for additional
review.

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4. Comparing and Discussing


I would have a student with the correct answer and a
student with the incorrect answer come to the board
and have them walk the class through. I would stop
and facilitate in area that need to more attention.
As a class we will review both problems and learn
together.

I will ask for the students to


point to the # of groups and #
in each group.

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:

Class Summary: Today as a


class we reviewed arrays,
repeated addition,and the
Commutative Property of
Multiplication. We also
practiced our 2s
multiplication understanding
that they are doubles.

Students will share out


brainstormed
summary.

Evaluation

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23

1.
2.
3.
4.
5.

Did students understand that the 2s multiplication table is doubles?


Do students understand # of groups x # in each group = product?
Were students able to create a correlation between 2+2+2+2= and 2 x 4 and the concept of repeated addition?
What are other ways the 2s can be taught?
What can I do different next time?

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

I will help them review by asking what


those different methods are of solving a
one-digit multiplication problem. I may
need to give couple problems that relate to
what they have learned already.

Points of Evaluation

I will determine to see if the


students are understanding the
methods but having the students
do another practice problem
themselves by themselves in the
next step of this lesson.

Two methods of x10.


For example, for 10 x 5.
1) I will show the students that
they can solve it by simply
taking the number that is not 10
and then adding a 0 to the end.

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This examples answer would


look like this: 10 x 5= 50
Explanation: I used the rule of
putting one zero on the end of
the number 5
2) students can use the first
method they learned in the
beginning of the unit by
adding. Students will always
use the number 10 and then add
the amount of number that 10
is multiplying by. For example,
10 x5= 10+10+10+10+10=50
2. Posing the Task
-Students will use what they
have learned throughout this
whole unit to solve a
multiplication story problem
with the multiple of 10.
-The multiplication story
problem I will give the students
is The monkeys had 7 trees.
There were 10 bananas in each
tree. How many bananas are
there together? -Students will
use the number given in the
information and multiply those
two numbers.

If students need additional help and dont


know where to start, I will have them fill
the boxes with the two numbers they will
use to solve this problem.

I will see if the students


understand by looking at the one
sentence explanation. Students
will be expected to explain how
they got their answer.

I can help students to fix their answer by


questioning them what they did to solve the
problem. Their reasoning should be one of
the methods the students have learned

I will know if the students


understand the task if they get
the right answer and also have a
good explanation.

Students will be asked to show


their work and also explain in
one sentence how they have
solved this problem as we did
in the beginning of the lesson.
3. Anticipated Student
Responses
If students are not familiar with
multiplying, they might add the

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25

numbers straight down from


the problem.
-R1: 10 x 7=
7+7+7+7+7+7+7+7+7+7
[correct]
I added the number 7 ten times.
- R2: 10 x 7= 170 (incorrect)
I put a zero after putting the
other numbers.

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.

earlier in the lesson.


--The method student one used had the right
answer and explanation, but there is also
another way to solve that problem. Students
can add 10 seven times.
R1: 10+10+10+10+10+10+10=70
--The method the second student used were
correct, but the number they used was
incorrect. Students fixed responses should
look like this:R2: 10x7=70
Explanation: I added a 0 at the end of the
number I am multiplying the 10 with.
Students should discuss the method that is
used in the incorrect problem I have shared.
The discussion should include students
explaining why the method works or
doesnt.

I will be able to see if the


students are benefiting from the
discussion if students are
participating and discussing the
incorrect problem.

I will look to see if I can proceed


by giving them additional
problems that relate to the ones
we have learned today.

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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26

4. Were students giving an accurate explanation of their solution?


5. Do students have the right answer?

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27

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