Grade 3 Reference to English

Lesson: 1-1
Multiplication as Repeated Addition
Math Standard(s): Content Standard: 3.OA.A.1: Interpret products of whole numbers
Content Objective(s): Language Objective(s):
Teacher objective Teacher objective
Students will use repeated addition to show the relationship Students will explain that multiplication is repeated addition.
between multiplication and addition.
Student objective [posted]
Student objective [posted] I can explain how to use repeated addition to multiply.
I can use addition or multiplication to join equal groups.
Yo puedo usar suma repetida de varios grupos iguales para
Yo puedo usar la suma repetida o la multiplicacion para unir multiplicar.
grupos iguales.
Essential Understanding: Required Academic Vocabulary for Word Wall:
Repeated addition that involves joining equal groups is one way Listen: multiply= multiplicar
to think about multiplication. Speak: multiply= multiplicar
Read: multiply= multiplicar
Essential Questions: Write: multiply= multiplicar
Why can we use addition or multiplication to join equal groups? Sentence Frames:
What is the relation between addition and multiplication? “There are ___ equal groups of ___ objects. I counted the objects
in each group and I wrote the number in the addition sentence. I
used repeated addition to find the quality of ___+____+____.”

Hay __ grupos iguales de __ objetos. Yo conté los objetos de

cada grupo y escribí el número en la oración de suma. Usé la
suma repetida para hallar la cantidad __+__+___.
Materials: Additional Lesson Vocabulary:
 Two-color counters - Equal groups= grupos iguales
 Guided practice page 9 and 10 - Multiplication= la multiplicacion
- Factors= el divisor
- Product= el producto
- Equation= la ecuacion
- Unknown= el desconocido

Lesson: Instructional Time: 70

min.
Opening: (10 minutes)
T: “I need 6 students to come to the front of the class. I will separate theses students into 3 equal groups. How many are in each
group?”
S: will say “2”
T: “Yes. The numbers 3 and 2 are factors because they are the numbers we multiply. Repeat: “factors.”
S: “factors”
T: “Very good. So we have 3 groups and 2 in each group, so 3 groups x 2 students= 6 students in all. This means that 6 is our product.
Repeat after me: 3 and 2 are factors and 6 is the product.”
S: “3 and 2 are factors and 6 is the product.”
T: “Great job. Now, with a partner, you will get 20 counters and use them to solve the problem on the board: Ms. Witt bought 3
boxes of paint with 5 jars of paint in each box. What is the total number of jars Ms. Witt bought?”
- Hand out counters and point to the board after reciting problem
T: “What are you asked to find in this problem?”
S: will say “total number of jars that Ms. Witt bought”
T: What tools can you use to solve the problem?
S: will say “counters, drawing…”
T: How can you use counters to find the total number of jars?
S: will say “use counters to represent each jar of paint in 3 boxes”
T: How can you find the total number of jars?
S: “Multiply 3 x 5 or add the total number of jars in each box”
T: “Very good, total you will use addition or multiplication to join equal groups”
 Introduction to New Material (Direct Instruction): (15 Minutes)
T: “We are going to talk more about the relation of addition and multiplication. We will do this problem together with our counters.
Jessie won 3 bags of goldfish and there are 8 goldfish in each one. How many goldfish did she win? Our factors are 3 and 8. How
many bags do we have?”
S: “3”
T: “Yes. And this is the number of groups. How many fish are in each bag?”
S: “8”
T: “Good. So, we have 3 groups and 8 in each group. Let’s make 3 groups of 8 with our counters. We can use an addition equation to
join equal groups: 8+8+8=24. Let’s count:..”
S: “8 plus 8 is 16 plus 8 is 24.”
T: “Great job class! We can also make a multiplication equation: 3x8=24. In this multiplication equation, what does each number
represent?”
S: “The first factor represents 3 groups, or bags. The second factor represents the 8 goldfish in a bag. The product is the total
number of fish.”
T: “Very good. Now let’s try another one! If Jessie won 5 bags of 8 goldfish., how may goldfish did she win? Work with a partner and
use counters to show your thinking”…. “How many did she win?”
S: “40.”

Guided Practice:
Use the modeling cycle:
Teacher Does:
T: “We are going to work on a few more problems together now. I will ask a question and I want you to write the answer on the
whiteboards and show your work. What do you need to do?
S: “Write the answer on the whiteboard and show our work.”

Student does with teacher

T: “Yes! Can you write 5+5+5+5=20 as a multiplication equation? IF you can, show me the equation. Write it down quietly then raise
your board when you are done!” “Very good, what is the answer?”
S: “Yes, 4x5= 20”
T: “Yes, and why can we do that?”
S: “Because the groups are equal.”
T: “Yes, here is the next question, can you write 3+4+7= 14 as a multiplication equation?
S: “No, the groups are not equal”
T: “Correct!”

Students Do:
T: Write an addition equation and a multiplication equation to solve this problem: Jessie buys 4 packages of stones. There are 6
stones in each package. How many stones does Jessie buy?
S: “6+6+6+6=24 stones; 4x6=24 stones”
T: “Very good class. Now do answer numbers 4 and 5.”

Independent Practice:
T: Now you will do the Independence Practice problems, numbers 6-17, starting on page 9 of the textbook.”
Closing:
T: “Great job today students! So, how can join equal groups?”
S: “You can use repeated addition or multiplication to join equal groups”
Assessment:
Independent Practice worksheet (pg. 9-10): for homework to turn in the following class.