Part I: Lesson Overview

a.) Lesson Title: Multiplication

b.) Author: Emily Contino
c.) Subject: Math
d.) Grade Level: 3rd Grade
e.) Duration: 1 hour

f.) Unit Description:

Students will be introduced to multiplication.
Students will practice multiplication using the addition method as well as the grouping
method.
Students will learn properties of multiplication such as the communitive property as
well as the multiplicative identity property.
g.) Lesson Goals:
1. Identify that multiplication is a mathematical operation where groups of numbers are
combined.
2. Recognize that multiplication can be written as an addition equation.
3. Demonstrate understanding of multiplication facts from 1-5. For example, 1 x 1, 1 x 2, 1
x3, up to 5 for each number.
4. Identify key vocabulary such as product, and factors in multiplication.
h.) Common Core Standards:
CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 80, 5
60) using strategies based on place value and properties of operations.
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.4
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 ? = 48, 5 = _ 3, 6 6 = ?
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4

times a number is always even, and explain why 4 times a number can be decomposed
into two equal addends
i.) Big Ideas:
Multiplication is a mathematic operation that involves combining groups of numbers together
to find a product. Multiplication can be used as a way to add groups of numbers, such as
1+1+1+1+1 = 1 x 5. Factors are the numbers that are multiplied together, and the product is
the solution of the two factors.

j.) Barriers
This lesson includes barriers such as number recognition, and addition difficulties. If students
are unable to identify numbers and cannot correctly add them together, students may have
difficulty moving on to multiplication. Students should be taught multiplication after they have
mastery of addition facts.

Part II: Methods

a.) Anticipatory Set
1. Present the equation 2+2+2=? on the white board.
2. Ask students how they would solve the equation.
i. Students may use their math journals to write down their answers or how
they completed the problem.
3. Ask students how they could use groups to solve the equation.
i. Receive feedback from students. Scaffold student responses.
ii. Show how the problem could be done in groups. Draw a picture of three
groups of 2 circles on the board.
4. Use students to show the example.
i. Have three hoola-hoops, and explain that they are the groups that are going
to be multiplied.
ii. Ask for 6 volunteers to be in groups (two in each hoola-hoop).
iii. Show students that there are three groups of two people, and as a class find
the product.
iv. Ask students how you could do this problem with addition, and connect it to
multiplication.
5. Explain to students there is an easier way to add groups of numbers, and it is called
multiplication.

b.) Introduce and model new knowledge

1. Write the definition of multiplication on poster paper.
2. Introduce the new operation of multiplication (x) as well as the factors, and products.
Write an example problem and circle the parts of the equation.

a. Have students write the parts of a multiplication problem on their worksheet.

Students will circle the factors, and the product.
3. Compute an example problem using a picture. Draw circles for each group, and inside
draw dots to represent the numbers in each group. Show students how to answer a
multiplication problem.
a. Use the hoola-hoops to show the problem. Label the students in groups as
factors (physically give them a sign that says factors). Do the same with students
as the products.
b. Repeat that the numbers who are in groups are the factors, and the numbers
that are the answer are the products.
c. Show how a multiplication problem can be done as an addition problem.
i. Represent this with the students in hoola-hoops and how adding the
people in the groups will get you the same as the product.
ii. Show that adding the factors does not get you the product. For example
adding 2 and 3 in the equation 2 x 3 does not get you the product.
d. Encourage students to use what they know about addition to answer
multiplication problems.
4. Show how the problem can be represented using stackable cubes.
a. Use stackable cubes to show the factors and the product.
b. Explain to students this is a strategy to use to find the answer to a multiplication
problem.

c.) Guided practice

Provide stackable cubes to students and allow them time to work with a partner on a 10
practice problems.
o Do the first problem together as a class.
Model the problem with the cubes.
o Circulate around the room to check in with students and clear up any
misunderstands students have.
Identify any students that may need more practice with multiplication.
o Remind students that they can use their partner for help, as well as the cubes as
visual for answering problems.
o After students are finished with the worksheet, go over the answers together as
a class.
Ask students for their answers to the problem and how students agree or
disagree with their answers.
Ask students to model how they found the answer using the cubes.
If needed, show a problem with the hoola-hoops if it is easier for
students to understand the problem.

d.) Independent Practice

Students will be asked to complete a worksheet with a series of multiplication problems

on it with varying difficulties.
o The beginning of the worksheet will look similar to the guided practice, as it will
have students draw the groups (in cubes or other pictures) to find out the
answer.
o Students will also be asked to show the multiplication problem as an addition
problem on this worksheet.
o Students will work alone on this.
Students may use the cubes as a resource during this activity
Students will turn in their work for a grade.

e.) Assessment
Formative
o The teacher will look for student understanding during the guided practice work.
While students are doing the guided practice work, the teacher will be
walking around making sure students understand the material.
When going over the worksheet, the teacher will call on a variety of
different people and allow students to show if they agree or disagree
with their peers answers.
Summative
o Students will be graded on their independent practice worksheet. This
worksheet involves students doing problems much like those in the guided
practice, but also some problems that are harder.
Students will be working alone during this assignment, but are able to use
the math cubes available to them to help them solve each problem.
o The teacher will be looking for mastery of multiplication problems
Pictures, as well as addition problems will be asked of students in this
assessment and students will be graded on this inclusion of these in their
work.

f.) Materials

White board or chalkboard with markers or chalk.

Hoola-hoops.
Labels for students in each hoop. 2, 8-10 pieces of paper with the word factors on it.
1, 8-10 piece of paper for products. Use colorful paper with black writing for clarity.
Poster paper with multiplication explained on it. Something resembling the example in
this link: http://thirdgradein3d.blogspot.com/2012/01/multiplication-vocabularyanchor-chart.html
Guided practice worksheet (see example attached).
Independent practice (assessment) worksheet (see example attached).

Math cubes, or any resource that would resemble cubes.

http://www.amazon.com/Learning-Resources-LER4285-Mathlink-Cubes100/dp/B000URL296 or something that you have a class set of such as pennies, or other
types of tokens.

GUIDED PRACTICE
Name____________________________________________ Date________________
Solve the multiplication problem in each box. Show your work in pictures and an
addition problem. Use math cubes to help you solve each problem.
1.

2 x 3 = ____

2.

4 x 3 = ____

3.

5x1=

Picture:

Picture:

Picture:

Addition:

Addition:

Addition:

4.

2 x 5 = ___

5.

3 x 3 = ___

6.

4 x 5 = ___

Picture:

Picture:

Picture:

Addition:

Addition:

Addition:

8.

9.

7.

3 x 1 = ___

4 x 2 = ___

2 x 2 = ___

Picture:

Picture:

Picture:

Addition:

Addition:

Addition:

INDEPENDENT PRACTICE:
Name___________________________________________ Date________________

1.

3 x 5 = ___

2.

1 x 2 = ___

3.

5 x 5 = ___

Picture:

Picture:

Picture:

Addition:

Addition:

Addition:

Show each multiplication problem as an addition problem:

Example:
6x1 = 1+1+1+1+1+1=6

4. 4 x 1 =

5. 3 x 3 =

6. 5 x 2 =

Solve each problem:

7. 5 x 1 = _______

8. 4 x 4 = _______

9. 2 x 4 = _______

10. 3 x 4 = _______

11. 2 x 2 = _______

12. 4 x 5 = ______