Match Me

 Activity Classification: Practice

 CO: Students will be able to find the corresponding answer to the equation using

manipulatives.

 LO: Students can solve multiplication problems with hierarchical manipulatives.

 LT: I can find the answer to the given problem.

 Tucker 5:

o Increase Oral Communication: The students will need to speak with each other to

help solve problems.

o Increase Kinesthetic: Students can work with manipulatives to help solve

problems.

 SIOP Focus (list 1 and explain):

o Interaction: The ELL students will be in groups and practice talking and

discussing with one another.

 Writing traits (list 1 and explain): Sentence fluency (writing arithmetic sentences)

 Differentiated Instruction (list 1 and explain):

o Use gradual release of responsibility to help struggling students understand what

they are doing better and slowly be able to work on their own.

 Materials: Notecards with multiplication problems, other set of notecards with answers for

matching, hierarchical materials.

 Instructions: Divide the four children into groups of two. Give the children all the notecards

and flip them over to set up a game of memory. One child at a time will flip two cards over

to try and find the matching answer to the equation. Children can use manipulatives to help
 solve equations to find answers. Once the match is found, have the children write the entire

equation with the answer in their notebooks.

Diagram:

Example:

16x12

112x35
Dialogue:

Teacher Student

“Okay, boys and girls! We will be Students will find their partners and wait for further

continuing our multiplication instruction.

practice today! John and Maria, will

you pair up? And Henry and Jacob

will you be a pair as well?” (T5:

Increase oral communication, SIOP:

interaction)

“I will give each group some cards Students will take notecards and turn them over to set

with problems and solutions on up like memory.

them. We are going to flip them all

Example:
over and try to match them up!”

Student will flip over a card to find an equation, solve

“And here are your hierarchical
it with manipulatives, then find the matching answer in
materials like we were using earlier.
standard notation.
I would like you to show me your

thinking process with these to get 1. 48x23

your answer!” (T5: kinesthetic)

Set up the equation in area format and place the correct

hierarchical materials when you multiply the numbers.

 OOOOOOOOOOOO

O OOOOOOOOOOOO

O OOOOOOOOOOOO

O OOOOOOOOOOOO

O OOOOOOOOOOOO

O OOOOOOOOOOOO

Place all the corresponding colors together.

OOOOOOOO= 800

OOOOOOOOOOOOOOOOOOOOOOOOOOOO=280

OOOOOOOOOOOOOOOOOOOOOOOO=24

We have too many ones we would exchange 20 ones

for 2 tens. We have too many tens so we would make

an exchange. 30 tens for 3 100’s. Then we would make

an exchange, 10 100’s for 1 1,000. Our answer would

be 1,104

2. 102x15

Set up the equation in area format and place the correct

hierarchical materials when you multiply the numbers.

 OOOOOO

O OOOOOO

O OOOOOO

O. OOOOOO

Place all the corresponding colors together.

O=1,000

OOOOO=500

OO=20

OOOOOOOOOO=10

We have too many ones we would exchange 10 ones

for 1 ten. Our answer would be 1,530.

 Students would then use the hierarchical materials to

show their work to get their answer.

“What problem do you have there “I flipped over the card 3x7, I will solve this with the

Jacob?” manipulatives!”

“Great work Jacob!” OOOOOOO

O OOOOOOO

O OOOOOOO

O OOOOOOO

“I’ll now add these all up to get 21 ones!”

OOOOOOO OOOOOOO OOOOOOO=21

“Now I will make an exchange to trade these twenty

green pieces for one blue, keep one green, the answer

is 21!

“I remember seeing the notecard with a 21 over here!”

Observe the students and make Students will make matches with notecards until there

circles around the classroom to see if are no more to be made.

students need assistance.

“That’s wonderful! Let’s keep an “I think we are all done with this memory game. I now

organized record!” really understand these equations! I think we are ready

to do this without manipulatives”

Let’s do these problems:
34x54

743x38

124x345

12x80

32x987

Students can either copy all the Students will follow one of two ways to keep an

problems with correlating answers organized record.

down in their notebook/separate

sheet of paper, or they can lay all the

questions and answers side by side

to see them matched together. (WT:

sentence fluency)

“Really? Show me! Let’s test your “Teacher I have noticed when we have ten ones we

hypothesis and see if it works!” make a new ten!”

“Can you show me this with The students will draw this out on their paper:

52x39?”
52

x 39
“When we multiply the 2 and 9, this gives us 18 ones,
so we write 18 down at the bottom.”

52

x 39

18

“Then we multiply the 5 and 3 which is actually 50x30

which equals 1500.”

52

x 39

18

1500

“Then we multiply the 5 and the 9, which is actually

50x9, which equals 450, we write that at the bottom!”

52

x 39

18

1500

450

“Lastly we multiply 3 and 2 which is actually 30x2

which equals 60 and we write that at the bottom.”

52

x 39

18

1500
 450

60

“Then we add all these numbers up and get an answer

of 2,028”

“Awesome job! Let’s try it with a Students will do the same process with:

few more problems!”

62x38

94x27

25x68

“Great work! Now, what patterns do Students can give answers correlating to the given

you see?” multiplication questions.

Such as:

When we have ten ones we need to make an exchange

for a ten.

When we do not have enough we make an exchange

for a smaller amount of materials.

Multiplying large numbers requires us to use larger

materials.
The teacher will write these patterns “Oh wow, I see! This makes sense!”

up on the board for all the students

to see.

Have students continue to explore Example problems:

equations and work with

54x51
manipulatives to continue

understanding. OOOOOOOOO

O OOOOOOOOO

O OOOOOOOOO

O OOOOOOOOO

O OOOOOOOOO

O OOOOOOOOO

O OOOOOOOOO

“Now I will add them all together!”

OOOOOOOOOOOOOOOOOOOOOOOOO=2,500

OOOOOOOOOOOOOOOOOOOOOOOOO=250

OOOO=4

“Make an exchange, 20 100’s for 2 1000’s. Then I will

exchange 20 tens for 2 100’s. The answer will be

2,754”

“In standard notation this is 2,754!”

 Challenge the students with Students should check their work and report to teacher

equations with larger numbers, to when they know their hypothesis is correct.

continue to test their hypothesis:

1. 678x54

2. 355x543

3. 435x64

4. 358x642

5. 853x23

Assessment: I’ll tell, you write and show me the money.

Instructions: Slips of paper will be handed out to groups. On these slips of paper will be

decimals, take turns with your partner to have one person read the decimal and have the other

partner write out the decimal and draw out the dollars and bills to show how much it will be

worth. Have your partner check, then switch roles.

Materials:

 Slips of paper with decimals

 Paper

 Pencils

Remediation:
 The error: The child writes “10” instead of carrying the ten when adding.

 Instructions for teacher to follow: Write out a problem to model to the child. For

example: 345+237. Write this down and show the child each step of adding, emphasize

when a ten is made, you drop the one and carry the ten over to the next column to add.

(When 5 and 7 are added together, this equals 12. You would drop the 2 and carry the ten

over to be added to 40+30 in the next column, so this would become 50+30). Continue

this process for each column. Check for understanding at each step, and have the child

repeat the steps back to you. Have the child do a problem on their own, for example

478+234. Work with them if they need help.

 Have children tell you their hypothesis

 Have children solve a problem using their hypothesis and keep a written record.

 Have children check answers with manipulatives.

 Repeat until they no longer make mistakes.

Extension:

Apps:

1. Splash Math-Games for Kids

a. Review: This is a brightly colored, fun and interactive app for children to use!

The fun animation helps keep children excited to play and learn. This is a great

way for children to learn through games! There is a paid membership in order to

use.

b. Rating: 4.5/5

2. 3rd Grade Math Games for Kids

a. Review: Fun way to keep kids engaged and excited about math! There are lots of

different games and themes to keep children interested in math in a variety of

ways. There is a paid membership in order to use.

b. Rating: 4/5

3. Monster Math: Kids Fun Games

a. Review: Wonderful platform with many different games for children to play!

There are fun monsters to help engage young children and play in a variety of

games. There is a paid membership in order to use.

b. Rating: 4/5
Dear Principal and PTO Committee,

For the past several weeks the 3rd grade has been covering two units revolving around the

concepts of area, volume, and measurement. The teachers and I have a desire to conclude the units with a

class trip to the local NASA Center where we will meet a representative that will speak with the children.

While on the field trip the students will be given a project to complete.

They will design a rolling vehicle that could be used to haul supplies and fuel to and from the

planes. Students will use problem solving skills by drawing and designing their plan on paper and keep an

organized record of the steps to create the vehicle as well. Students will use practice and application skills

to work in groups and complete the task. They will demonstrate an understanding of the concepts of

measurement and area as they design their prototypes to fit on the runways available. We will incorporate

the writing trait of organization with a worksheet of them providing an organized record of their findings

of different shapes in different cars that they create.

We feel it is important that this trip and the activities to be done with students be engaging for all

learners, as well as align with the Big Ideas we have been studying. In creating a model runway, students

will be encouraged to keep in mind that “when a length is being communicated, the number is

meaningless without the unit” and that “the number of units depends on the size of the unit” (Tucker, p.

280). In order to support our English language learners, we will review essential vocabulary the day

before. We will also provide them with vocabulary sheets on the day of the field trip that have translations

of the different vocabulary terms in their native language, as well as English. The principles of SIOP

(Sheltered Instruction Observation Protocol) are essential in guiding all we teach. Our focus for this field

trip will be on Interaction and Practice Application.

If approved, we wanted this will take place on Friday, May 27 . We would be leaving the school
th

at 8 am after morning announcements and returning before dismissal at 3:30. Lunch would also be

provided. This letter is to serve as a proposal to get permission for this school field trip. We hope that you

will allow us to participate in this learning opportunity.

 Thanks,

Third Grade Teachers

Reference Page

Tucker, B. F., Singleton, A.H., Weaver, T. L. (2006). Teaching mathematics to all children. New Jersey: Pearson

Prentice Hall.
 Activity Instructions:
-First create a car that can move on the runway to help bring supplies and fuel to and from the
planes.
-Then design a new runway for the cars and airplanes.
-Then find the area of your new runway
-Compare all the cars that were made by all the students and identify the geometric shapes you
see in the cars.

Examples of cars:
Example of runway:
Data Collecting Sheet Example:
Instructions: Find different shapes in each of the cars and create an organized record of your
findings.

Car 1: 4 circles
3 cylinders
1 semi circle
Car 2: 6 circles
3 cylinders
1 semi circle

Car 3: 12 small squares

4 circles
2 cylinders
1 big square

Car 4: 8 circles
12 squares
1 big square
2 cylinders