Tws Final

TEACHER WORK
SAMPLE 1
UNIVERSITY OF ALASKA SOUTHEAST
SCHOOL OF EDUCATION
TEACHER WORK SAMPLE
A UNIT ON MULTIPLICATION
GRADE 3
KEET GOOSHI HEEN ELEMENTARY
BY
ALEXANDER DAILEY
DECEMBER 12, 2017

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Table of Contents
Contextual Factors 3
Learning Goals 9
Assessment Plan 11
Design for Instruction 18
Instructional Decision Making 40
Analysis of Student Learning 43
Reflection and Self-Evaluation 50
Works Cited 54
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Contextual Factors
Community, District, and School Factors
Keet Gooshi Heen Elementary is located in Sitka, Alaska. An isolated, coastal city with a
population of just under 9,000. The three major ethnic groups in Sitka are White, Alaska Native,
and Asian (Sitka, AK Demographics, 2017). According to information from a 2016 school
climate and connectedness report (American Institutes for Research, 2016), Keet Gooshi Heen’s
student population is made up of roughly 58% White, 22% AK Native, 7% Asian, 6% Pacific
Islander, 3% Latino, 3% American Indian, and 2% African American students. Just under 400
students, classrooms at Keet Gooshi Heen have a classroom-teacher to student ratio of about
1:20.
The socio-economic makeup of Sitka, while fairly diverse, tends to fall towards the
middle-upper class end of the spectrum. The median household income in Sitka is ~$70,000,
whereas the national median household income is closer to ~$51,000. Part of this is offset by the
increased cost of living that is tied to island living. About 4 in 10 students qualify for reduced or
free lunches (Keet Gooshi Heen Elementary, 2017).
Classroom Factors
In my host teacher’s classroom, students are organized into three large tables that sit
between 6 and 8 students each. These tables are partially used to encourage the development of
cooperative groups. Often, students at these tables are held accountable for each other’s work
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ethic, cooperation, and adherence to classroom expectations. We believe that this fosters social
and cooperative skills as well as a sense of accountability to a greater good.
We have one permanent paraprofessional in our room, though the student she works with
requires intensive support and is often in-and-out of the classroom throughout the day. As a
result, the extra adult in the room is rarely available to provide support to other students in the
classroom.
In-school, we work on math anywhere from 1 to 1 ½ hours every day. Often these math
blocks are split into two sections by a 20-minute recess or a special. Sometimes this split is
inconvenient, as it always requires a little backtracking on the second half, but often this split
provides students with a much-needed break and the opportunity to engage more fully.
We try to mix it up as much as possible when it comes to math lessons. Sometimes
students work individually, in pairs, groups, and even as a whole-class. When possible, and if
necessary, there is a back table in the classroom where either my host or I can work with a small
group of students who may need more direct support.
While there are no desk cubbies, each student does have their own place to keep
unfinished work that can be easily retrieved. It is not uncommon for math work to be deposited
in these “unfinished bins” when it is time to move away from our math block. The expectation in
our classroom is that whenever a student is finished with the assignment at hand (whatever that
may be), they should next find and continue working on unfinished assignments. This allows us
to more freely create larger worksheets/workbooks that delve deeper into the target content while
simultaneously promoting self-regulation skills.
As far as technology goes, our classroom is equipped with both a Smart Board and a
linked document camera. These are invaluable tools for providing guidance or instruction that
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would be more difficult to cover using our basic white board. In lieu of a computer lab, we have
access to a class set of fully equipped laptops – though these are shared with other classrooms
and must be reserved. Typically, you can expect to have access to these laptops within a few
days’ notice, though you likely wouldn’t expect to have them for more than an hour or two at a
time.
Student Characteristics
There are 21 students in our 3rd grade classroom, 11 boys and 10 girls. Of these students
three receive special education services. Two students receive special education support in
reading and one student receives full support throughout the day and is always with a
paraprofessional. We have two students who are very far below grade level in math and about 8
students who are well below grade level in reading. While it is still early in the year, only about
two fifths of students are at or above grade level in reading.
Ethnic diversity in the classroom mirrors that of the school with the majority being white
and about one third of the students being AK Native. We also have one Latino student from out-
of-country and one African student who recently obtained U.S. citizenship.
Economic status in the classroom is diverse with several students on both ends of the
spectrum. Because this is only 3rd grade, our technological endeavors will be fairly limited in-
class, but it would not be equitable to run any sort of flipped classroom strategies that rely on
technology.
On the whole, I would say that this class is on par for the beginning of third grade, though
there are 4 students who clearly need additional support if they are expected to progress.
Understanding new math concepts is highly dependent on understanding previous and more
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basic concepts. As such, without some sort of expedited and intensive support for these students,
they are in serious danger of falling further and further behind. We’re working right now to
secure special education services in math for at least two of these students.
As I mentioned earlier, we try to mix up instruction and practice-work as much as
possible and some items have become very clear in the process. The level of math knowledge in
this class is extremely diverse and the speed in which different students are able to work through
the same math problems is even more diverse. Because of these major skill-gaps, whole class
instruction tends to be the most difficult as keeping both ends of the classroom engaged and
learning is quite the juggle. Cooperative learning has proven to be moderately successful, though
these students are still learning to work together.
As you would expect, through experimenting with different delivery strategies and
conducting a fun math survey, it appears that the class is split in terms of preferred learning
styles. Some students benefit more from visual explanations (pictures) while others seem to
benefit more from basic “number” representations. It seems that word-form or written math
problems are the least popular, which makes sense given the low reading level of this class.
Instructional Implications
Because of the high population of AK Natives here, mixed with Sitka’s isolation and
dependence on community, incorporating AK culture into my unit (even if in small ways) seems
a worthwhile goal. Not only will it allow me to engage and tap into the background knowledge
of many of my students, it will provide my students with knowledge/skills/ideas that will help
them to contribute and succeed as members of our community. This is related to another issue,
cooperative and social skills.

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Because of the nature of our home, the way we have organized our classroom, and the
diverse skill sets of our students, developing cooperative and social skills are big goals for me
this year. I believe it will be in the best interest of my students to push cooperative learning hard.
I feel that if I can teach my students to work together, everyone will be much better off. It’s for
that reason that when possible, I’m going to try to develop lessons that involve groups as
opposed to whole-class or individual work-periods.
Still, it’s clear that I’ll need to heavily differentiate my instruction as well as my
assessment pieces if I want to best serve this group of students. It’s looking like preparing
instruction/practice that varies in workload, depth, and delivery is going to be key for ensuring
the success of all. While this does slightly limit the level of cooperative learning I can provide in
terms of mixing different students, I think the two goals can be met together.
Whatever the format, it seems clear that I should try to stray away from word heavy
mathematics, at least in the beginning. While practice with word problems is extremely
important, and while I would like to promote reading skills from all angles, I think it best that I
allow students to get a grasp on the mathematics first instead of making things doubly difficult
for them. I don’t need my students fighting two battles at once – not when we’re learning
something as fundamentally important as multiplication. Word problems will have to come at the
tail end of the concepts I’m teaching.
I also need to try to combat technological inequity in this class before a real skill gap
develops. At this point, almost every student seems to be struggling to operate a computer, but
that won’t last long, at least not for those who have access to computers at home. I need to make
an effort to utilize the laptops when I can, even if only to practice concepts though online math
games.
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On a similar note, due to a lack of what I’ll call home-support equity, I really can’t be
relying on after-school practice work to pull its potential this year. The students who are most at
risk of falling behind are the same students who lack academic support at home. I’m not going to
take away homework that will benefit those students who are doing it, but I need to remember
that flipped classroom strategies are simply not going to work with all the students in this class –
trying such strategies would only further the skill gap.

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Learning Goals
Learning Standard (AK- Level (Bloom’s Discussion

Goal DEED) Taxonomy)
1– 3.OA.1. – Apply – Once students have mastered
Students will Interpret Successfully use addition, multiplication is the next
be able to products of multiplication step in the teaching of mathematics.
solve and whole numbers standard algorithm Without an understanding of the four
pictorially (e.g., interpret 5 and demonstrate basic algebraic operations (includes
represent x 7 as the total an understanding multiplication), further development
multiplication number of of multiplication of mathematical knowledge cannot
problems objects in 5 problems by continue. Not only is the
with 2-digit groups of 7 representing development of algebraic math
factors. objects each). number-symbols dependent on understanding these
For example, with pictures operations, but every field of
show objects in mathematics heavily relies on these
rectangular understandings.
arrays or
describe a This is goal number 1 not simply
context in which because in mathematics we tend to
a total number of introduce the concept before
objects can be imbedding it within real-world
expressed as 5 x situations, but because the reading
7. level of this class is so low that
introducing word problems too early
could very well hinder many
students’ abilities to grasp the
concept of multiplication.
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Learning Standard (AK- Level (Bloom’s Discussion

Goal DEED) Taxonomy)
2– 3.OA.3. – Create – Once the concept of multiplication is
Students will Use Construct own understood, the next step is to make it
be able to multiplication real-world word relevant by demonstrating how it is
solve, create, and division problems used in the real world. When students
and identify numbers up to involving the use can successfully interpret and solve
real-world 100 to solve of multiplication real-world word problems, they stand
word word problems a much better chance at applying
problems in situations Apply – multiplication knowledge in real-
requiring the involving equal Successfully world situations.
use of groups, arrays, Interpret and solve
multiplication and multiplication Requiring students to evaluate others’
involving 2- measurement word problems attempts at multiplication word
digit factors. quantities (e.g., problems, as well as requiring them
by using Evaluate – to construct word problems of their
drawings and Determine whether own, increases the likelihood that
equations with a a multiplication their understanding of multiplication
symbol for the word problem has extends to a level where they may go
unknown been correctly beyond solving existing real-world
number to solved or not and problems and to a level where they
represent the provide arguments may apply that knowledge to gain
problem). to support real-world advantages by problem-
reasoning solving through multiplication when
it is not a necessity.
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Assessment Plan
Overview
Learning Assessments Format Adaptations

Goal
1– Pre- Addition Assessment: Hold brief (5 minute)
Students will assessment Students will complete a conferences with students
be able to summative assessment on who have missed basic
solve and addition with multiple 3+ digit addition problems on the
pictorially addends. This assessment will addition assessment.
represent also serve as a pre-assessment for Provide further 1 on 1
multiplication multiplication readiness. support if the conference
problems with reveals serious
2-digit Multiplication Assessment: misunderstandings of
factors. Students will complete an 11- addition concepts. Math
question multiplication test work for these students
involving multiplication will be prioritized and
problems with two 2-digit these students will be
factors. Questions will also provided with remedial
require them to solve and addition assignments until
represent multiplication problems the misunderstanding is
with pictures. overcome.
Number Grid: Allow students access to

Students will use skip counting scratch paper and math
for every digit (0-9) to complete a manipulatives such as
blank 10x10 number grid. This place-value blocks while
grid will be saved and used to taking the addition and
reinforce multiplication multiplication
understanding later when it will assessments
become their own self-made
multiplication chart.
Formative In-class Worksheets: In the case that a

Assessment As students progress through misunderstanding is
multiplication concepts (repeated identified, if that case is
addition/arrays/single digit isolated to a few students,
factors/breaking apart/double- I will make myself
digit factors), they will practice available during math
their skills through the work-time in order to
completion of multiplication provide more direct
worksheets. Student work will be support to those students.
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monitored in class and completed In the case that the

assignments will be reviewed in misunderstanding is held
order to catch any by a large portion of the
misunderstandings and to identify class, I will conduct a
where students may need to be mini-lesson (or more if
more challenged. necessary) to correct that
misunderstanding.
Student understanding of
multiplication concepts
will be tracked with a
checklist. Items involving
a misconception or
challenge will be noted.
Summative Multiplication Assessment: Students will be allowed

Assessment Students will complete an 11- access to scratch paper
question multiplication test and math manipulatives
involving multiplication such as place-value blocks
problems with two 2-digit while taking the
factors. Questions will also multiplication assessment.
require them to solve and
represent multiplication problems
with pictures.
Learning Assessments Format Adaptations

Goal
2– Pre- Multiplication Assessment: Students will be allowed
Students will assessment Students will complete an 11- access to scratch paper
be able to question multiplication test and math manipulatives
solve, create, involving multiplication word such as place-value blocks
and identify problems with two 2-digit while taking the
real-world factors. The assessment will also multiplication assessment.
word require students to solve and
problems create real-world multiplication
requiring the word problems.
use of
multiplication Formative Class Discussion: In the case that a
involving 2- Assessment Prior to student practice with new misunderstanding is
digit factors. multiplication concepts, students identified, if that case is
will engage in whole-class or isolated to a few students,
peer-to-peer discussion based on I will make myself
multiplication concepts and how available during math
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those concepts might arise in the work-time in order to

real world. These discussions provide more direct
will be monitored for any support to those students.
possible misconceptions. In the case that the
misunderstanding is held
In-class Worksheets: by a large portion of the
Where possible (mostly on class, I will conduct a
secondary practice runs), in-class mini-lesson (or more if
assignments will include word necessary) to correct that
problems and prompt students to misunderstanding.
create, share, and solve their own
multiplication word problems. Student understanding of
In-class work will be monitored multiplication concepts
and completed assignments will will be tracked with a
be reviewed for potential checklist. Items involving
misunderstandings. a misconception or
challenge will be noted.
Summative Multiplication Assessment: Students will be allowed
Assessment Students will complete an 11- access to scratch paper
question multiplication test and math manipulatives
involving multiplication word such as place-value blocks
problems with two 2-digit while taking the
factors. The assessment will also multiplication assessment.
require students to solve and
create real-world multiplication
word problems.
Formative Assessment Notes
Formative assessment will largely take place through monitoring student work in class
and by reviewing their practice work with new multiplication concepts. In my unit, there are six
major steps in reaching two-digit multiplication understanding. [1-- addition; 2-- repeated
addition; 3-- arrays; 4-- single-digit multiplication; 5—breaking apart; 6-- two-digit
multiplication;] It is imperative that student understanding be assessed at each of these steps. It
would be unwise to progress to a higher step without ensuring students are familiar with and
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understand the previous steps. (You cannot learn repeated addition without first knowing
addition. Just like you cannot learn two-digit multiplication without first understanding single-
digit multiplication. The only exception might be arrays, but they are so frequent in real-world
mathematics and provide such a perfect visual aid to the concept of addition; I believe they
warrant exploration before an abstract algorithm is introduced.)
Each step will be met with its own guided lesson and practice opportunities. Some of
these opportunities may involve cooperative learning and some may involve individual learning.
More direct support will be provided to students who are demonstrating a lack of understanding
or are holding misconceptions. If a larger portion of the class is sharing a common
misconception, I will lead a mini-lesson addressing the mathematical concept necessary to
correct that misconception.
Practice work will be determined and created as a response to formative assessment of
previous practice work. It is my estimate that each step will take anywhere between 2-3 days of
practice work.
Formative Assessment Tool
Student Repeated Arrays Single-digit Breaking Expanded Standard

Name Addition multiplication Apart Algorithm Algorithm
Sample
Student Difficulty
with place
value
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Summative Assessment
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Summative Assessment Scoring Information and Answer Key

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Design for Instruction
Pre-assessment data
The following graphs contain student scores on the unit pre-test on learning goals 1 and
2. Blue items represent student scores for learning goal 1 and orange items represent student
scores for learning goal 2. The graph on the left contains individual student scores, while the
graph on the right contains a class average score. Scores of 80% or greater indicate a need for
alternative or advanced instruction. As you can see, no students qualified for alternative
instruction for either learning goal. Also, as a whole, the class scored much lower on learning
goal 2 measurements. Understanding learning goal 2 requires an understanding of learning goal
1, so this makes sense. Had learning goal 1 scores been closer to the target, I might have made
the decision to focus more instruction on learning goal 2. However, because learning goal 1 is
also low, and because learning goal 2 is dependent on learning goal 1, I believe it is more
important to focus on learning goal 1.
Pre-test Scores Avg Pre-test Scores

60% 35%
50% 30%
40% 25%
20%
30%
15%
20% 10%
10% 5%
0% 0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1
Series1 Series2 Series1 Series2

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Technology
I plan on using the Smartboard and attached document camera regularly during my
whole-class instruction. It allows the me to utilize manipulatives like place value blocks that
would otherwise be difficult to share. It also allows me to provide guidance with the actual
worksheets that I’ll be handing out to students. It is possible to incorporate technology into the
student-side of the lessons, but I only see this being reasonable for lesson 5 – where students are
asked to practice their multiplication facts. For this lesson, there is a plethora of multiplication
games that would challenge students to learn their multiplication facts – while also having fun.
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TWS Unit
Candidate Name: Alex Dailey Host Teacher Name: Stephanie Peterson

School: Keet Gooshi Heen Elementary Grade Level: 3 # of Students: 21
Theme of Unit: Multiplication with two-digit Content Area: Mathematics
factors
Classroom Demographics: Students range in age from 8-9 years old. Ethnic diversity is mostly white,
with 7 Alaska Native students, 1 Puerto Rican student, & 1 African student. Gender is about 50/50.
There are two students with ADHD, 1 student with significant physical and cognitive disabilities, no
students who qualify as G/T, and no students who qualify for ELL supports. 12 of the students are
reading below grade level, with about 4 of those students reading significantly below grade level.
Alaska Content Standards:

3.OA.1. –
Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7
objects each). For example, show objects in rectangular arrays or describe a context in which a total
number of objects can be expressed as 5 x 7.
3.OA.3. –
Use multiplication and division numbers up to 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).
Transfer Goal(s) - Unpacked Standards

 Students will be able to solve and pictorially represent multiplication problems with 2-digit
factors.
 Students will be able to solve, create, and identify real-world word problems requiring the use of
multiplication involving 2-digit factors.
BIG IDEA of the Unit:

The basics of multiplication
STAGE 1 – Essential Questions and Enduring Understandings (Meaning)

Enduring Understanding(s) : Essential Questions to be Considered:
Students will understand that…  How is addition connected to
 Multiplication can be understood as the multiplication?
operation used to calculate the total number  Does multiplication have patterns?
of objects in a set number of groups when  How are arrays helpful for understanding
each of those groups contains the same multiplication?
number of objects.  What is the best way to get better at
multiplying?
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 Real-world multiplication is rarely isolated  If multiplication has to do with groups of a

to the solving of an equation. It most often set number, does it matter how we order
requires interpreting contextual information those groups?
and constructing an equation from that  What is the quickest way to multiply large
information. numbers?
 What do real-world multiplication problems
look like?
STAGE ONE: STAGE TWO:

Objectives/Learning Targets Assessment/Acceptable Evidence Of
Learning
{O1} = Objective/corresponds to Objective 1
[L1] = To be targeted in Lesson 1
Knowledge: What students should know….  {O1, 2, 5} [L1] Students will work in small
 {O1} [L1, 2] Multiplication is equivalent to groups to solve multiplication problems,
repeated addition. sharing their work with the class.
 {O2} [L1, 3] Multiplication can be Afterwards, students will solve 2 more
represented in many convenient ways, multiplication problems using different
including through groups/loops and arrays. strategies shared by their classmates.
 {O3} [L2, 4] There are many patterns in  {O1, 3, 6} [L2] Students will use repeated
multiplication (1 x N = N), (0 x N = 0), (An addition and patterns they discover to
even factor multiplied by another number complete an empty 10x10 multiplication
will result in an even product) (Commutative chart. They will then use that chart to
property of multiplication) answer a series of multiplication problems
 {O4} [L7-8] Any multiplication problem and look for patterns to share with the class.
with a 2+ digit factor can be split into several  {O2, 7} [L3] Students will construct arrays
single digit multiplication problems. corresponding to a set of multiplication
problems.
Skills: What students should be able to do….  {O3} [L4] Students will use graph paper
 {O5} [L1] Solve a multiplication problem and arrays to identify the various factors for
using several different methods. a series of products. Students will share and
 {O6} [L2] Interpret a multiplication chart. test multiplication patterns that they
 {O7} [L3] Represent a multiplication discover.
problem through an array.  {O8} [L5] Students will complete a series
 {O8} [L1-5] Solve single digit by single digit of 1-digit by 1-digit multiplication facts
multiplication problems. using methods of their choosing.
 {O9} [L6] Multiply by factors of 10.  {O9} [L6] Students will complete a series
 {O10} [L7] Use arrays to break apart of multiplication problems involving factors
of 10.
multiplication problems with 2-digit factors.
 {O4, 10} [L7] Students will use arrays to
 {O11} [L8] Solve multiplication problems
“break apart” and solve a series of
with 2-digit factors using the expanded
multiplication problems where at least one
algorithm.
factor has 2+ digits.
 {O12} [L9] Solve multiplication problems
 {O4, 11} [L8] Students will use the
with 2-digit factors using the standard
expanded multiplication algorithm to solve
algorithm.
a series of multiplication problems where at
least one factor has 2+ digits.
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 {O13} [L10] Interpret and solve  {O12} [L9] Students will use the standard
multiplication word problems. algorithm to solve a series of multiplication
 {O14} [L10] Write multiplication word problems where at least one factor as 2+
problems. digits.
 {O13} [L10] Students will interpret and
solve a series of real-world multiplication
word problems.
 {O14} [L10] Students will create, share,
and solve each other’s own real-world
multiplication word problems.
STAGE TWO : Culminating Performance Task

Culminating Performance Task 1
Title of Task: Multiplication Post-Test
(pre and post-test located in “Assessment Plan” portion of this report)
STAGE THREE: Learning for Understanding/ Instructional Activities

Pre-Requisites: Students must be able to successfully add and regroup in order to understand
multiplication.
Introduction/Hook
After lesson 1, discuss the fact that multiplication is a key part of almost all mathematics and that
understanding how to multiply is essential for success in life.
At the beginning of lesson 2, ask students to give you an 8-digit number. Write a multiplication
problem on the board using this number multiplied by a single digit. Impress students by solving it
quickly through the standard algorithm. Explain that they’ll be able to do this too in a couple weeks
when we’re finished with our unit.
Title of Lesson: [L1] Exploring Multiplication

Materials for lesson: Whiteboard, Smartboard, blank paper
Objectives and Essential Questions for lesson: {O1, 2, 5, and 8} EQ - How is addition connected to
multiplication?
Content areas covered in lesson (from standards): 3.OA.1
Embed Assessments in Lesson activities
Lesson 1)  Provide place value
blocks to students
who are more
 Organize students into groups of 3. Explain that they will be working kinesthetically
as a team to solve a problem. When finished, they will need to present inclined.
their strategy(s) to the class.  After the lesson,
 Have students choose a role – recorder, moderator, presenter (This provide a “cheat
helps ensure participation and adds another level of social skill sheet” of different
building). multiplication
strategies for students
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 Present a multiplication word problem on the Smartboard and set to refer to on future
groups free to solve (8x6). lessons for those who
 Circulate, observe, and provide guidance to teams who are stuck or might require this
who otherwise wouldn’t be able to solve. visual support.
 Prompt groups who finish quickly to see if they can solve the problem  Allow students to
using a different strategy. share their strategy(s)
 When all groups have an answer (right or wrong), one at a time, have in writing instead of
them display their work using the Smartboard and present the strategy speaking.
they used (any groups who identified this as a multiplication problem
should go towards the end).
 As they present, mimic the presenters’ strategies on the whiteboard
and help clarify what the group realized, what they did, and how their
strategy represented a correct interpretation of the problem.
 Hopefully, you’ll have mix of different strategies. These might
include - loops & groups, arrays, repeated addition, addition trees,
multiplication, mental math using breaking apart, straight counting.
 Once each group has presented, have a class discussion about how this
problem involved many groups of one number. Explain that these
types of problems are typically solved through multiplication and are
essentially just repeated addition.
 Cover any of the above strategies that students did not come up with
and demonstrate how they could be used to solve this problem.
 At this point, there should be a large number of different strategies
written on the white board. Leave them there. Reaffirm the idea that
essence behind each of these strategies is repeated addition.
 Pose another 2 multiplication word problems and challenge students
to solve these on their own, and in ways different from the way their
group solved the first.
 Have students turn in their work with these problems for review.
Title of Lesson: [L2] Building a Multiplication Chart

Materials for lesson: Multiplication grid handout, Smartboard
Objectives and Essential Questions for lesson: {O1, 3, and 6} EQ - Does multiplication have
patterns?
Content areas covered in lesson (from standards): 3.OA.1.
Lesson 2)  If necessary, allow
 Start off with a simple multiplication problem and ask students how students to use a
they might solve it. Look for answers having to do with repeated calculator to do their
addition. Point out that every reasonable solution is essentially a form repeated addition.
of repeated addition.  Allow students to
 Ask two students to give you an 8-digit number. Write a use headphones
multiplication problem on the board using this number and a single during individual
digit number. Impress students by solving it quickly through the work time.
standard algorithm. Explain that it really only takes repeated addition
in order to do this – and that they’ll be able to do this too by the time
they’re done with multiplication.
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 Explain that we’ll be working on repeated addition today in our quest

to become great mathematicians.
 Give students a blank 11x11 grid and have them fill out the boxes the
first column with zeros and the boxes in the second column with the
numbers 0-10 in ascending order. Demonstrate this using the
Smartboard.
 Instruct students to use repeated addition to fill in the rows.
Demonstrate this in the first and second rows using the Smartboard.
 Hint to students that they may find patterns that will make this easier,
and to share those patterns with the class if and when they do discover
them.
 Circulate, observe, and assist students who are having a more difficult
time finishing their grids.
 Students who finish early should find a partner and quiz each other on
their ability to skip count 10 times for any digit without looking at
their grid.
 When everyone is finished, have a whole class discussion about some
of the patterns they found and why they exist. Help point out any
patterns not seen.
 Have students label the columns and rows (outside of the grid) with
the numbers 0-10. Demonstrate this process.
 Explain that what students have created is called a multiplication fact
chart and can actually be used for multiplication. Remind students that
multiplication is repeated addition and show them how the chart is
read and why it makes sense. Test the chart with a variety of
multiplication problems to show that it really works.
 Revisit the patterns identified earlier and explain that these are
patterns found in multiplication.
 Lead a speed game where you put multiplication problems on the
board and have students use their charts to find the answer as quickly
as possible and raise their hands. Once everyone has raised their
hands, have the class call out the answer. See how fast you can get.
Title of Lesson: [L3] Understanding Arrays

Materials for lesson: Grid paper, Smartboard, Whiteboard, Place value blocks
Objectives and Essential Questions for lesson: {O2 and 7} EQ - How are arrays helpful for
understanding multiplication?
Lesson 3)  Allow students to
 Have a whole class discussion about what multiplication is used for construct arrays from
(solving problems where we have multiple groups with each group place value blocks.
containing a set number).  Allows students to
 Use the document camera and the Smartboard to display a bunch of wear headphones
place value blocks. Have students tell you how to arrange them in during individual
order to help you solve 7x4 (you’ll most likely be asked to create 7 work time.
piles of 4 or 4 piles of 7).
TEACHER WORK
SAMPLE 26
 Rearrange these “piles” into neat rows of cubes. Ask whether or not
this is an effective way to represent 7 groups of 4.
 Next, combine these rows into an array. Ask whether or not you still
have 7 groups of 4. Explain why you do and that this is called an
array.
 Explain what an array is (a way of organizing groups of numbers) and
discuss why they might be useful for representing multiplication
problems. Remind students that multiplication is essentially repeated
addition and that an array is just a representation of this repeated
addition. Show that by counting the units in the array (individually or
by row/column), we can find the answer to the multiplication problem
represented by the array.
 Discuss the shape of the array (rectangle). Ask students if an array
will ever take a different shape (no).
Experiment with different multiplication problems to test this theory.
Discuss why this is the case.
 Hand out grid paper and have students construct arrays that
correspond to a series of multiplication problems. Have them use their
arrays to solve the multiplication problems.
Title of Lesson: [L4] Patterns in Multiplication

Materials for lesson: Grid paper, Smartboard, Whiteboard, Multiplication chart
Objectives and Essential Questions for lesson: {O3} EQ - Does multiplication have patterns?
Lesson 4)  After a lesson,
 Display a grid on the Smartboard and ask students to help you draw an provide a “cheat
array that represents 5x4. When finished, write 5x4 on the whiteboard sheet” of the
and label the sides of the array accordingly. multiplication
 Turn the array 90 degrees and ask students which multiplication patterns for students
problem is now shown (4x5). Talk about the fact that the to use in future
multiplication problem was flipped, but the product clearly never lessons for those who
changed. require extra visual
 Test this with a few other multiplication problems/arrays if necessary. support.
 Discuss how 5 groups of 4 results in the same number as 4 groups of
5. You may demonstrate this without arrays as well – by rearranging
piles of cubes.
 Explain that this is called the commutative property of multiplication.
Draw parallels to the commutative property of addition.
 Have students look at their multiplication charts to see the
commutative property in action there as well.
 Explain that this is one of many patterns in multiplication, and that
good mathematicians are always looking for patterns.
 Explain that one of the best ways of finding patterns is to simply
explore. Write the number 18 on the whiteboard and display a grid on
the Smartboard. Ask students to help you create as many arrays as
possible that equal 18 without using the commutative property (1x16,
2x8, 4x4). Write the factors inside each array.
TEACHER WORK
SAMPLE 27
 Pair students up and hand out grid paper and a at least 25 place value
blocks. Write the numbers (9, 10, 12, 15, 20, 25) on the whiteboard.
Ask students to work together to come up with as many arrays as
possible for each of the 6 numbers without using the commutative
property. Students should use different colors for each number in
order to keep things organized.
 Remind students that they are looking for patterns, and that if and
when they do find one, they should share it with the class.
 Circulate, observe, and provide assistance to groups who may be stuck
or who are missing arrays. Encourage students to use the place value
blocks to pre-map their arrays.
 Groups who finish early should be given additional numbers to map.
 Once each group has completed at least 5 of the numbers, have a
whole class discussion about the patterns discovered. Students may
have noticed that each even number had an array involving a 2 as a
product. They also should have noticed that each number had an array
of 1xN. Help identify any patterns that were missed. Talk about how
these patterns are true of all multiplication problems.
 Hopefully, students were constructing arrays with their place value
blocks and then splitting and combining their arrays to make new
ones. Model how this would have been an effective strategy.
 Knowing what they know now, have students complete one last set of
arrays for the number 24. Collect these grid papers for review.
Title of Lesson: [L5] Practicing Multiplication Facts

Materials for lesson: Multiplication fact handouts, Whiteboard
Objectives and Essential Questions for lesson: {O8} EQ - What is the best way to get better at
multiplying?
 Lead off with the multiplication fact speed game where you put students to use their
multiplication problems on the board and have students use their multiplication charts
charts to find the answer as quickly as possible and raise their hands. to fill in their practice
Once everyone has raised their hands, have the class call out the worksheet.
answer. See how fast you can get.  Allow students to use
 Explain to students that knowing their multiplication facts is at the headphones during
heart of all more-advanced multiplication, and in fact, is at the heart of individual work time.
almost all future mathematics that they’ll encounter. Because repeated
addition is slow and tedious, knowing these multiplication facts means
memorizing them. That’s the eventual goal.
 Make it clear that you don’t expect students to have these memorized
today, tomorrow, or even by the end of this unit, or even possibly by
the end of the year. People’s brains work differently, and for some of
us, it’ll be more difficult to memorize a bunch of short number
problems. But that doesn’t mean we won’t make serious progress.
And it certainly doesn’t mean we can’t figure out these multiplication
facts with a little work – especially after discovering all of the patterns
TEACHER WORK
SAMPLE 28
that we now know. Today we’ll start towards that goal of memorizing
the basic multiplication facts.
 Hand out a multiplication fact worksheet and instruct students to
complete as many problems as they can using their memories,
patterns, drawing arrays, using repeated addition, etc. When they
complete the worksheet, they’re to use their multiplication charts to
check their answers. Any that they got wrong, they need to correct.
 Circle and observe students. Look for fluency and the use of patterns
and memorization. If students are re-solving the same problems over
and over again, they should be reminded to look at their previous
solutions to promote that memorization connection.
 Students who finish early should be given an additional worksheet to
practice on. Remind these students that it’s not about “finishing” the
worksheet, rather, it’s about getting better and better at multiplication.
 Conclude the lesson by telling students that we’ll be practicing our
multiplication facts more and more regularly. It will become the go-to
activity when their work with a subsequent math activity is finished.
They will also be given opportunities to practice these facts at other
times in the day, not during regular math instruction.
Title of Lesson: [L6] 10’s in Multiplication

Materials for lesson: Multiplication with 10’s handout, Smartboard, Whiteboard
Objectives and Essential Questions for lesson: {O9} EQ - Does multiplication have patterns?
Lesson 6)  Allow students to use
 Start with a review of place value. Write a 3-digit number on the place value blocks or
board and ask students to tell you which is the 1’s, 10’s, and 100’s paper money to
place. Next, ask students to tell you what the value of the digit in those complete their 10’s
places would be. worksheet.
 Write the number 100 on the board. Ask students to tell you its value  Allow students to use
(100). Next, ask how many tens it is equivalent to (10). Next, ask how headphones during
many hundreds it is equivalent to (1). individual work time.
 Demonstrate the standard multiplication algorithm again using a 3-
digit factor. Remind students that they’ll be able to do this soon.
Explain to students that you are using place value to help you solve
this large multiplication problem. Explain that repeated addition, or
drawing a picture, would be very cumbersome with large numbers like
this.
 Write the problem 6x10 on the board. Remind students that
multiplication basically means X groups of N (so, 6 groups of 10). At
this point, students should come up with an answer of 60. Next to this
problem, write 6x100. Have students solve and then repeat with
6x1000.
 Ask students if they see any patterns. If not, hint at the 0’s.
 Explain how the answers 60, 600, 6000, can be stated as 6 tens, 6
hundreds, 6 thousands. Likewise, the factors 10, 100, and 1000, can be
stated as 1 ten, 1 hundred, and 1 thousand.
TEACHER WORK
SAMPLE 29
 Give the class a quick series of multiplication problems involving

factors x 1. Remind them of this pattern they discovered earlier in the
unit. Finish with the problem 6 x 1 = 6.
 Return to the completed multiplication problems on the board and re-
read them as 6 x 1 ten = 6 tens, 6 x 1 hundred = 6 hundreds, 6 x 1
thousand = 6 thousands. Explain that you can always treat a factor of
ten/hundred/thousand/etc. in this way in order to turn a huge number
problem, into a multiplication fact. In fact, this is what’s done in the
standard algorithm, we just don’t show it.
 Students will likely understand that they are being asked to only
calculate single digits, but may have a harder time re-converting their
product back to its rightful place value. You may have to explain that
to write a number as a “ten”, you need to add a 0. And two 0’s for
hundreds.
 Practice using this strategy with factors of 10 and 100 multiplied by
single digits (8 x 30, 3 x 200, etc.) with the whole class.
 Instruct students to complete the Multiplication w/10’s handout.
 Circulate, observe, and provide support where necessary.
 Students who finish early should practice their multiplication facts.
 After students have completed their worksheets, finish the lesson by
having the class do a few massive multiplication problems like 8 x
5,000,000 (this will get them feeling impressed with themselves).
 Collect student work for review.
Title of Lesson: [L7] Breaking Apart Multiplication Problems

Materials for lesson: Whiteboard, Smartboard, Place value blocks, Breaking apart worksheet, Grid
paper
Objectives and Essential Questions for lesson: {O4 and 10} EQ - If multiplication has to do with
groups of a set number, does it matter how we order those groups?
 Start by displaying an array on the Smartboard with place value students to use
blocks (7x3). Ask students what multiplication problem is represented scissors and tape or
by the array and then ask them to solve it (21). Write this on the connecting blocks to
whiteboard. actually “break apart”
 Reaffirm what an array is – a visual representation of multiplication – and re-combine their
which has to do with groups of a set number. In this case, the array is arrays.
showing 7 groups of 3 blocks, or 3 groups of 7 blocks.  Allow students to use
 Next, split the array into two arrays at 3x3 and 4x3. Ask students how headphones during
many arrays there are now (2). Ask them to tell you the multiplication individual work time.
problems represented by the arrays (3x3 and 3x4). Write these on the
white board next to the original problem.
 Prompt them to tell you the total value of the two arrays without doing
any math. They should answer 21, because no blocks have been
removed or added to the screen. Discuss how 3 groups of 3 and 4
more groups of 3 is equivalent to the original 7 groups of 3. Drawing
TEACHER WORK
SAMPLE 30
7 rows of 3 tally marks, then circling 3 rows and 4 rows might help
some students visualize this more easily than with the block array.
 Have students talk about how this idea of “breaking up” multiplication
problems might be useful for other multiplication problems.
 Write the problem 17 x 6 on the board and ask students to solve it.
They’ll likely resort to repeated addition. Stop them and talk about
how breaking up the problem into two simple problems might make it
easier.
 Display a grid on the Smartboard and create the array for 17 x 6. Next,
draw a line through long side of the array between 10 and 7. Explain
how you’ve just taken a large array and created two smaller arrays
without losing any numbers. Have students tell you what
multiplication problems correspond to the two arrays (10x6 and 7x6).
These are two problems that the students certainly know how to solve.
Have them solve, combine, and then come up with an answer for the
original array of 17x6.
 Discuss why you split the array at 10 and 7 (1’s and 10’s place). Right
now, you’ll just have to tell them that splitting by the number-place is
the best way. Also, this is how it’s done in the standard algorithm. Yes
– the standard algorithm has us break up our factors just like this.
 Guide the class through a few more practice rounds involving single
by 2-digit factors, prompting them to tell you where to split the array.
 Introduce and explain the breaking apart worksheet. Instruct students
to complete it.
 Students who finish early should work on their multiplication facts.
 Finish the lesson with another demonstration of the standard
algorithm, this time, pointing out where this “breaking apart” takes
place.
Title of Lesson: [L8] Expanded Algorithm for Multiplication
Materials for lesson: Whiteboard, Expanded algorithm worksheet, grid paper, scratch paper
Objectives and Essential Questions for lesson: {O4 and 11} EQ - If multiplication has to do with
groups of a set number, does it matter how we order those groups?
 Review breaking apart with an array of a 1-digit by 2-digit headphones during
multiplication problem on the Smartboard. individual work time.
 Have a student use the Smartboard to guide the class through another  Provide a step by
example (make sure that the array is “broken” at the number-places). step guide for the
This time, write the problem on the white board in standard vertical expanded algorithm
form, and follow along by going through the expanded algorithm as for students who
the student takes each step with the array. might benefit.
 Explain that what you are doing is the exact same thing as what the
student is doing – and it’s called the expanded algorithm.
 Emphasize the place value in your demonstration. Students may
become confused about when to treat a partial product as a 1, 10, or
TEACHER WORK
SAMPLE 31
100. Always refer to each digit by its number-place (e.g. in 5 x 34, the
3 is said as 3 tens).
 Remind students about the commutative property and instruct them to
always place the larger number on top when using a multiplication
algorithm.
 Students will also be used to single by single-digit problems, where
there is only 1 product. They may need reminding that in the
expanded algorithm, you get partial products that need to be added
together to get the final product – just like when they broke apart the
arrays.
 Introduce the expanded algorithm worksheet and go through the first
2-3 problems with the class. When it appears that students understand,
have them continue on their own. If the class appears to be stumbling,
provide simpler 1x2-digit problems on the board and have them work
in pairs using scratch paper to solve. Walk through each problem after
ample time has been given for groups to solve.
 Students who finish early should practice using the expanded
algorithm with their own single by multi-digit problems.
 When finished, demonstrate the standard algorithm and explain that
the only difference between it and the expanded version is the partial
products. The standard algorithm uses carrying to eliminate this step –
though they are functionally the same. Encourage students! They’re
almost there!
Title of Lesson: [L9] Standard Algorithm for Multiplication

Materials for lesson: Whiteboard, standard algorithm worksheet, scrap paper
Objectives and Essential Questions for lesson: {O12} EQ - What is the quickest way to multiply
large numbers?
 Begin with a review of the expanded algorithm for multiplication. headphones during
 Next, have a student walk the class through a 1-digit x 2-digit individual work time.
multiplication problem using the expanded algorithm on the  Provide a step by
whiteboard. Standing next to the student, follow their steps for the step guide for the
multiplication problem, but do so using the standard algorithm standard algorithm
instead. Point out when you’re carrying, why you’re doing it, and for students who
when you add back those numbers to the product. You and the student might benefit.
will get the same result, only you’ll have skipped the “adding the
partial products stage”.
 Explain to students why this works and why it will become essential
to use the standard algorithm once working with factors where neither
is a single digit.
 Guide students through a few practice problems.
 Once the majority of the class seems to have caught on, instruct
students to complete the standard algorithm worksheet.
 Circle, observe, and provide support where necessary.
TEACHER WORK
SAMPLE 32
 Students who finish early should continue practicing with the standard
algorithm using their own multiplication problems and scrap paper.
 Collect worksheets for review.
 Write a 1-digit by 8-digit multiplication problem on the board. Have
the class solve it by guiding you through the standard algorithm.
 Talk about the fact that rarely do we ever encounter isolated number
problems in the real world. Have students brainstorm some real-world
scenarios that might require multiplication.
Title of Lesson: [L10] Real-world Multiplication
Materials for lesson: Smartboard, whiteboard, scrap paper, word problem worksheet
Objectives and Essential Questions for lesson: {O13 and 14} EQ - What do real-world
multiplication problems look like?
Content areas covered in lesson (from standards): 3.OA.1. & 3.OA.3.
 Have a class discussion about what multiplication problems actually headphones during
look like in the real world. Explain that in real life, numbers are individual work time.
always attached to something real.  Allow students to
 Organize students into groups of 3 and assign each group a number dictate their word-
from 3-9. Have students brainstorm all of the possible things they can problems to you if
think of that come in groups of their number (e.g. 4 legs on dog, 5 necessary.
points on a star, 5 pennies in a nickel, 6 sides on dice, etc.).
 Pick a number that no other group received and do the same on the
whiteboard.
 Next, pick one of your topics and write a multiplication word-problem
involving that number on the whiteboard (There were 23 octopus in
Sitka Sound. Each has 8 legs. How many octopus legs are there in
Sitka Sound?).
 Remind students that multiplication has to do with groups of a set
number. In this case, your groups were octopus and the set number
was 8 – 1 for each leg of an octopus. Also, point out that a word
problem requires solving and therefore should have a question
attached. Students should be careful when crafting their questions. A
multiplication problem looks for the total number of items. Not the
total number of groups or items per group.
 Explain that when interpreting a math word problem, students have to
determine whether or not it has to do with equal groups before they
can determine whether or not it could be solved through
multiplication. They should look for groups and items per group. If it
doesn’t have groups, or an equal number of items per group, and if the
solution doesn’t have to do with the total number of items, then it isn’t
a multiplication problem.
 Prompt groups to do the same as you and pick one topic to write a
multiplication problem about. Encourage them to make their groups a
2-digit number.
 Once students have finished, have them present their questions to the
class using the Smartboard. Students should use the standard
algorithm to solve each other groups’ problems. Students should be
TEACHER WORK
SAMPLE 33
instructed to raise their hands when they think they know the answer.
Inform students that word problems require words in the answer. For
the octopus problem, the answer is not simply 184, it is 184 octopus
legs. Stress this point.
 Once each group has shared, instruct students to complete the
multiplication word problem worksheet. Students will interpret,
identify, and create their own word problems individually. When
they’ve done that, they need to find two students in the class to solve
their problems using the standard algorithm.
 Collect work for review.
Closure for Unit: Multiplication Meeting
Materials for Closure: Whiteboard, Enduring Understandings Questions
Objectives and Essential Questions for closure:
How is addition connected to multiplication?
Does multiplication have patterns?
How are arrays helpful for understanding multiplication?
What is the best way to get better at multiplying?
If multiplication has to do with groups of a set number, does it matter how we order those groups?
What is the quickest way to multiply large numbers?
What do real-world multiplication problems look like?
Content areas covered in Closure (from standards): 3.OA.1. & 3.OA.3.
Embed Assessments in Closure activities
Closure:  Write student
Write the essential questions on the whiteboard. Have students group up answers to the EQ’s
and moderate a whole class discussion about multiplication and the on the whiteboard for
recently completed unit (if possible, split the class into two groups to students who require
maximize participation potential). This will mostly look like a review visual support.
discussion, but should be guided by the EQ’s on the board. Prompt  Allow students to
students to explain their thinking and to give examples. dictate their answers
to the handout
questions to you if
Finish by handing out two questions that students are to try and answer on
necessary.
their own. “What is multiplication?” “What does real-world multiplication
look like?” Look for evidence that students have met the enduring
understandings.
End by stating that their work with multiplication is just starting – this is
only the beginning. As time goes on, they’ll get better and faster at
multiplying, and will eventually be able to do any sized multiplication
problem. Encourage them to look out for situations that require real-world
multiplication.
UNIT REFLECTION Cultural Capital:

Mathematics plays a huge role in our society. Nearly every part of our lives involves some aspect of
mathematics. Multiplication is one of the 4 basic operations in mathematics and is essential to
TEACHER WORK
SAMPLE 34
understand in order to do any kind of math beyond the simplest problems. In order to be successful in
our society, you need to understand and be capable of doing multiplication.
Because multiplication is a complex concept with lots of depth, this unit focuses on understanding the
basics of multiplication instead of attempting to master the actual operation. Like all math,
multiplication requires a certain level of memorization. While this unit didn’t attempt to secure that
memorization, it does set the groundwork for the memorization to begin.
It is often difficult to embed cultural connections into mathematics, especially when the focus is on the
abstract concepts as opposed to the real-world application of those concepts. For that reason, this unit
was only able to make real-world connections in a limited way. That said, mathematics is built on
utilizing prerequisite knowledge and this unit was designed to take full advantage of the style in which
previous mathematical concepts were delivered to and understood by students in this classroom. This
has given these students a better chance at developing a real understanding of the target concepts, as
opposed to if this were a multiplication unit pulled from an outside source. In turn, that gives these
students a better chance at success in our society.
Sample Summative-Assessment Pieces Created During Unit
Breaking Apart Multiplication by 10’s

TEACHER WORK
SAMPLE 35
Expanded Algorithm Multiplication Word Problems
Detailed Versions of Lessons 1, 2, and 10

Lesson 1
Candidate Name: Alex Dailey Host Teacher Name: Mrs. Peterson
School: Keet Gooshi Heen Grade Level: 3 # of Students: 21
Date & Time of Lesson: ~ Length of Lesson: ~1 hr
Topic of Lesson: Exploring Multiplication Content Area: Mathematics
Materials: Whiteboard, Smartboard, blank paper
Alaska Content Standard:

3.OA.1 & 3.OA.3
(Transfer) Goal(s) - Unpacked Standard:
 Students will be able to solve and pictorially represent multiplication problems with 2-digit factors.
STAGE 1 – Essential Questions and Enduring Understandings

Enduring Understanding(s) What Essential Questions will be Considered? (Q)
Students will understand that….  How is addition connected to multiplication?
 Multiplication can be understood as the
operation used to calculate the total number of
objects in a set number of groups when each
of those groups contains the same number of
objects.
TEACHER WORK
SAMPLE 36
STAGE 1 – Objectives
What students should know… What students should be able to do….
 Multiplication is equivalent to repeated  Solve a multiplication problem using several
addition. different methods.
 Multiplication can be represented in many  Solve single digit by single digit
convenient ways, including through multiplication problems.
groups/loops and arrays.
STAGE TWO: Assessment (Identify Desired Results)

 Students will work in small groups to solve multiplication problems, sharing their work with the class.
Afterwards, students will solve 2 more multiplication problems using different strategies shared by their
classmates. Look for use of several of the shared multiplication strategies.
STAGE THREE: Opportunities to Learn

Introduction/Hook
Explain that today, students will be learning multiplication! (this is plenty exciting for 3 rd graders)
Processes and products Differentiation/

Accommodations/
Modifications
 Organize students into groups of 3. Explain that they will be working as a team to  Provide place
solve a problem. When finished, they will need to present their strategy(s) to the value blocks to
class. students who are
 Have students choose a role – recorder, moderator, presenter (This helps ensure more
participation and adds another level of social skill building). kinesthetically
 Present a multiplication word problem on the Smartboard and set groups free to inclined.
solve (8x6).  After the lesson,
 Circulate, observe, and provide guidance to teams who are stuck or who otherwise provide a “cheat
wouldn’t be able to solve. sheet” of
 Prompt groups who finish quickly to see if they can solve the problem using a different
different strategy. multiplication
 When all groups have an answer (right or wrong), one at a time, have them display strategies for
their work using the Smartboard and present the strategy they used (any groups who students to refer
identified this as a multiplication problem should go towards the end). to on future
 As they present, mimic the presenters’ strategies on the whiteboard and help clarify lessons for those
what the group realized, what they did, and how their strategy represented a correct who might
interpretation of the problem. require this
 Hopefully, you’ll have mix of different strategies. These might include - loops & visual support.
groups, arrays, repeated addition, addition trees, multiplication, mental math using  Allow students
breaking apart, straight counting. to share their
 Once each group has presented, have a class discussion about how this problem strategy(s) in
involved many groups of one number. Explain that these types of problems are writing instead
typically solved through multiplication and are essentially just repeated addition. of speaking.
 Cover any of the above strategies that students did not come up with and
demonstrate how they could be used to solve this problem.
 At this point, there should be a large number of different strategies written on the
white board. Leave them there. Reaffirm the idea that essence behind each of these
strategies is repeated addition.
TEACHER WORK
SAMPLE 37
 Pose another 2 multiplication word problems and challenge students to solve these
on their own, and in ways different from the way their group solved the first.
 Have students turn in their work with these problems for review.
Closure:
Finish by discussing how multiplication has to do with a number of groups that have the same number of items.
In essence, multiplication problems require a series of repeated addition. We can represent this repeated addition
in many ways.
Lesson 2
Date & Time of Lesson: ~ Length of Lesson: ~1hr
Topic of Lesson: Building a Multiplication Chart Content Area: Mathematics
Materials: Multiplication grid handout, Smartboard

3.OA.1. –
Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects
each). For example, show objects in rectangular arrays or describe a context in which a total number of objects
can be expressed as 5 x 7.


TEACHER WORK
SAMPLE 38
Students will understand that….  Does multiplication have patterns?

 Multiplication can be understood as the
objects.
 Multiplication is equivalent to repeated  Interpret a multiplication chart.
addition.
 There are many patterns in multiplication (1 x
N = N), (0 x N = 0), (An even factor
multiplied by another number will result in an
even product) (Commutative property of
multiplication)

 Students will use repeated addition and patterns they discover to complete an empty 10x10
multiplication chart. They will then use that chart to answer a series of multiplication problems and look
for patterns to share with the class.

Introduction/Hook
Write a multiplication fact on the board, have students try to solve it at their desks as quickly as they can. This is
a team game for the whole class. Students are allowed to work together and share how they are solving the
problems. Students should raise their hands when they think they know the answer. Repeat this and encourage
students to solve them as quickly as they can. Call on answers once everyone has had a chance to figure it out.
Accommodations/
Modifications
 Start off with a simple multiplication problem and ask students how they might  If necessary,
solve it. Look for answers having to do with repeated addition. Point out that allow students to
every reasonable solution is essentially a form of repeated addition. use a calculator
 Ask two students to give you an 8-digit number. Write a multiplication problem to do their
on the board using this number and a single digit number. Impress students by repeated
solving it quickly through the standard algorithm. Explain that it really only addition.
takes repeated addition in order to do this – and that they’ll be able to do this too  Allow students
by the time they’re done with multiplication. to use
 Explain that we’ll be working on repeated addition today in our quest to become headphones
great mathematicians. during
 Give students a blank 11x11 grid and have them fill out the boxes the first individual work
column with zeros and the boxes in the second column with the numbers 0-10 in time.
ascending order. Demonstrate this using the Smartboard.
 Instruct students to use repeated addition to fill in the rows. Demonstrate this in
the first and second rows using the Smartboard.
 Hint to students that they may find patterns that will make this easier, and to
share those patterns with the class if and when they do discover them.
 Circulate, observe, and assist students who are having a more difficult time
finishing their grids.
TEACHER WORK
SAMPLE 39
 Students who finish early should find a partner and quiz each other on their
ability to skip count 10 times for any digit without looking at their grid.
 When everyone is finished, have a whole class discussion about some of the
patterns they found and why they exist. Help point out any patterns not seen.
 Have students label the columns and rows (outside of the grid) with the numbers
0-10. Demonstrate this process.
 Explain that what students have created is called a multiplication fact chart and
can actually be used for multiplication. Remind students that multiplication is
repeated addition and show them how the chart is read and why it makes sense.
Test the chart with a variety of multiplication problems to show that it really
works.
 Revisit the patterns identified earlier and explain that these are patterns found in
multiplication.
 Lead a speed game where you put multiplication problems on the board and
have students use their charts to find the answer as quickly as possible and raise
their hands. Once everyone has raised their hands, have the class call out the
answer. See how fast you can get.
Closure:
Discuss how the class is faster as solving basic multiplication facts now than at the beginning of the lesson.
Explain that they will get faster and more accurate the more practice they have. Remind them that these facts are
at the heart of almost all future math they will encounter and that mastering these will result in them being much
more successful at math.
Lesson 10
Date & Time of Lesson: ~ Length of Lesson: ~1hr +
Topic of Lesson: Real world multiplication Content Area: Mathematics
Materials: Smartboard, whiteboard, scrap paper, word problem worksheet

3.OA.1. –
Interpret products of whole numbers (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects
each). For example, show objects in rectangular arrays or describe a context in which a total number of objects
can be expressed as 5 x 7.
3.OA.3. –
Use multiplication and division numbers up to 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).
TEACHER WORK
SAMPLE 40

 Students will be able to solve, create, and identify real-world word problems requiring the use of
multiplication involving 2-digit factors.

Students will understand that….  What do real-world multiplication problems
 Multiplication can be understood as the look like?
objects.
 Real-world multiplication is rarely isolated to

the solving of an equation. It most often
requires interpreting contextual information
and constructing an equation from that
information.
 Real multiplication involves more than  Interpret and solve multiplication word
numbers and algorithms – it includes context problems.
that must be interpreted.  Write multiplication word problems.

 Students will interpret and solve a series of real-world multiplication word problems.
 Students will create, share, and solve each other’s own real-world multiplication word problems.

Introduction/Hook
Explain that numbers, by themselves, don’t mean anything. Numbers are abstract. They require context in order
to be meaningful in the actual world.

Accommodations/
Modifications
 Have a class discussion about what multiplication problems actually look like in  Allow students
the real world. Explain that in real life, numbers are always attached to something to use
real. headphones
 Organize students into groups of 3 and assign each group a number from 3-9. during
Have students brainstorm all of the possible things they can think of that come in individual
groups of their number (e.g. 4 legs on dog, 5 points on a star, 5 pennies in a work time.
nickel, 6 sides on dice, etc.).  Allow students
 Pick a number that no other group received and do the same on the whiteboard. to dictate their
word-problems
TEACHER WORK
SAMPLE 41
 Next, pick one of your topics and write a multiplication word-problem involving to you if
that number on the whiteboard (There were 23 octopus in Sitka Sound. Each has 8 necessary.
legs. How many octopus legs are there in Sitka Sound?).
 Remind students that multiplication has to do with groups of a set number. In this
case, your groups were octopus and the set number was 8 – 1 for each leg of an
octopus. Also, point out that a word problem requires solving and therefore
should have a question attached. Students should be careful when crafting their
questions. A multiplication problem looks for the total number of items. Not the
total number of groups or items per group.
 Explain that when interpreting a math word problem, students have to determine
whether or not it has to do with equal groups before they can determine whether
or not it could be solved through multiplication. They should look for groups and
items per group. If it doesn’t have groups, or an equal number of items per group,
and if the solution doesn’t have to do with the total number of items, then it isn’t a
multiplication problem.
 Prompt groups to do the same as you and pick one topic to write a multiplication
problem about. Encourage them to make their groups a 2-digit number.
 Once students have finished, have them present their questions to the class using
the Smartboard. Students should use the standard algorithm to solve each other
groups’ problems. Students should be instructed to raise their hands when they
think they know the answer. Inform students that word problems require words in
the answer. For the octopus problem, the answer is not simply 184, it is 184
octopus legs. Stress this point.
 Once each group has shared, instruct students to complete the multiplication word
problem worksheet. Students will interpret, identify, and create their own word
problems individually. When they’ve done that, they need to find two students in
the class to solve their problems using the standard algorithm.
 Collect work for review.
Closure:
Congratulate students. Not only do they know how to multiply, they know how to do real-world multiplication!
Have a conversation about the importance of this skill and how it’s required in nearly all walks of life and just
about every single profession.
Instructional Decision Making
Modified Instruction Example 1
In lesson 7, I had students use arrays to practice breaking apart multiplication problems
involving a 2-digit factor. The purpose of using arrays was so students could visualize how we
were turning 1 “difficult” multiplication problem into 2 “less difficult” multiplication problems.
TEACHER WORK
SAMPLE 42
Because I wanted this lesson to lead into the expanded algorithm for multiplication, I had
students breaking apart by place value (1’s, 10’s, 100’s, etc.).
The way the lesson was set up, I modeled, then provided guided practice in splitting a set
of arrays by place value. In the guided practice portion of the lesson, I had students working as a
class and to help me do the problems. When asked to split the multiplication array (13x8) for me,
student BaTw, correctly determined that the 13 needed to be split into 10 and 3, but attempted to
split the side of the array with only 8 units. Looking around the classroom, I noticed that several
other students had made this same error. I realized that I needed to do some review for
understanding arrays.
In the previous unit about addition and subtraction, we had used pictures to represent
part/part/whole relationships. I hadn’t thought about it until now, but on an array, when breaking
apart one side, you’re left with something that looks remarkably similar to the pictures we used
to analyze these part/part/whole relationships. I did a quick review of these part/part/whole
pictures and highlighted the similarity of these pictures to our arrays when we’re breaking them
apart. I explained that before “breaking”, the side of the array is the whole. Post “breaking”,
we’re left with two parts that, when combined, create the whole. This helped students make the
connection between the “breaking” of the 2-digit factor with the correct side of the array that
needed to be split.
Modified Instruction Example 2
In lesson 8, I had students practicing work with the expanded algorithm for
multiplication. At this point, students were only working with problems that involved a 1-digit
factor by a 2-digit factor. Prior to this point, students had really only practiced 1-digit by 1-digit
TEACHER WORK
SAMPLE 43
multiplication, which requires no “addition” step. While modeling, I demonstrated and explained
to students that with a 2-digit factor, they would be calculating 2 separate products that would
need to be combined to get the true product (students had explored this concept before with
arrays in lesson 7).
To assess students’ readiness to move on to independent practice, I wrote a few
multiplication problems on the board and had them solve on scratch paper. Student LySu, and
several others, were consistently getting the problems wrong. The reason – they were stopping
after calculating the first product, despite my instruction and explanation that multiplication
problems with 2-digits would result in multiple products that needed to be added together. After
pointing this out and providing whole-class reminders had failed, I decided to have students
write the multiplication problems in a different way. Before, all I had written on the board was
the two factors and the product line. This time, I added empty boxes (1 for each of the 2 partial
products), and a second product line under those. I instructed students to do the same before
attempting to solve. These extra features provided students with a clear reminder that “there is
another step in this problem”. After using the new, more structured, version of the expanded
algorithm, LySu and the rest of the class were able to successfully compute the multiplication
problems and I was able to release the class for independent practice.
TEACHER WORK
SAMPLE 44
Analysis of Student Learning
Whole Class Analysis
Potential
Pre- Post- Gain
Assessment Assessment Score,
Raw Score, Raw Score, Pre- Post- Actual Top Learning
Students, Top Top Assessment Assessment Gain Possible Gain
N= Possible = Possible = Percentage Percentage Score = Score
15 11 11 100%
1-HaCo 6 9 55% 82% 27% 45% 60%
TEACHER WORK
SAMPLE 45
2-AuFa 6 6 55% 55% 0% 45% 0%

3-ChJa 2 4 18% 36% 18% 82% 22%
4-AiKa 2 9 18% 82% 64% 82% 78%
5-RyLy 4 7 36% 64% 27% 64% 43%
6-CoMc 6 10 55% 91% 36% 45% 80%
7-JaMi 5 8 45% 73% 27% 55% 50%
8-CaMo 1 6 9% 55% 45% 91% 50%
9-ChMo 2 6 18% 55% 36% 82% 44%
10-GuOj 3 6 27% 55% 27% 73% 38%
11-AsPe 0 9 0% 82% 82% 100% 82%
12-LoSc 3 5 27% 45% 18% 73% 25%
13-LaSm 3 6 27% 55% 27% 73% 38%
14-LySu 3 10 27% 91% 64% 73% 88%
15-BaTw 5 7 45% 64% 18% 55% 33%
Overall
Learning
Gain
Score 49%
The above table includes the pre and post test scores for the assessment designed to
measure learning goals 1 and 2. Because the learning goals are related, about half of the
questions were used as assessments to check both goals.
The following graph shows student progress from pre to post test for learning goal 1.
Blue items represent pre-tests and orange represent post-tests. Scores are separated by student (1-
15).
TEACHER WORK
SAMPLE 46
Objective 1
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Series1 Series2
With only 1 student who did not improve, and a class-wide average gain score of 35%,
the graph clearly demonstrates that students made significant progress towards achieving
learning goal 1. However, with only 5 out of 15 students scoring at 80% or greater on their post-
test, I would conclude that more practice with multiplication is needed – which is exactly what
we have planned.
The following graph shows student progress from pre to post test for learning goal 2.
Blue items represent pre-tests and orange represent post-tests. Scores are separated by student (1-
15).
Objective 2
120%
100%
80%
60%
40%
20%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Series1 Series2
TEACHER WORK
SAMPLE 47
Again, only 1 student did not improve from pre to post test. 9 students scored twice as
high on the post-test as they did on the pre-test. This suggests that a significant amount of
learning took place during this unit in regards to learning goal 2. Only 4 students scored 80% or
above on questions pertaining to learning goal 2. It stands to reason that more practice is needed
with multiplication word problems.
Subgroup Analysis
The following graph shows AK Native students’ and Non-Native students’ pre and post
test scores for measures of learning goal 1. I chose to analyze these two groups because of the
demographics in our school system and the NAEP’s 2015 findings on achievement gaps between
white students and American Indian/Alaska Native students (Achievement Gaps, 2015). I wanted
to check whether or not there was a pre-existing gap in my own classroom, and if so, how that
gap changed during the course of my instruction.
The first group represents the 11 non-Native students and the second group represents 4
AK Native students. The blue items represent pre-test scores and the orange items represent post-
test scores.
TEACHER WORK
SAMPLE 48
Objective 1
80%
70%
60%
50%
40%
30%
20%
10%
0%
1 2
Series1 Series2
The data set is perhaps too small and too narrow to make a determination about whether
or not an achievement gap does exist in my classroom, but the data clearly shows that ethnicity
in terms of non-Native vs AK Native did not play a role in student learning. The average scores
of both groups more than doubled from pre to post-test and both groups scored similarly on both
the pre and post-test. (Something to note – there are 21 students in the classroom and only 15
students’ data represented on these graphs. This is due to students missing the pre or post-tests
due to being absent from school. Out of the 7 students who identify as AK Native in this
classroom, 3 of them were not represented in this data because of those absences.)
Individual Student Analysis
Two students, CaMo and CoMc, demonstrated different levels of performance on the pre
and post-test. CaMo scored a 1 on the pre-test and a 6 on the post-test. CoMc scored a 6 on the
pre-test and a 10 on the post-test. Both students improved markedly, but I was expecting CaMo
to score higher on both the pre-test and post-test. Both have typically shown to be high achievers
in math, I wanted to examine their work more closely to see why their scores were so different.
TEACHER WORK
SAMPLE 49
CaMo moved to Sitka this year and came equipped with a lot of prerequisite math
knowledge. Entering third grade, he already knew a fair deal of multiplication facts by memory –
as is shown on his multiplication fact practice work.
CaMo’s practice work

with multiplication facts
CaMo seemed to latch onto the idea of repeated addition very quickly. The problem was,
he wasn’t willing to let it go, as you can see in this worksheet where students were supposed to
be practicing using the expanded algorithm and not repeated addition (he gave himself those
stars).
TEACHER WORK
SAMPLE 50
CaMo’s practice work

with the expanded algorithm
for multiplication
Before this, CaMo had already demonstrated a lack of understanding of multiplication
when we worked on factor finding using arrays. Here, you can see a misunderstanding of arrays
and the concept of multiplication.

TEACHER WORK
SAMPLE 51
CaMo’s
practice
work with
arrays and
factor-
finding
This
is an example of CoMc’s work on factor finding with grid paper and his expanded algorithm
practice. Notice the difference in work and how it shows an actual understanding of the learning
goals as opposed to memorization of multiplication facts.
CoMc’ practice work with

arrays and factor-finding
TEACHER WORK
SAMPLE 52
CoMc’s practice work with

the expanded algorithm for
multiplication
Reflection and Self-Analysis
Learning Goal Success
Out of the two learning goals I had set out to achieve through this unit, the students in my
classroom were slightly more successful when it came to learning goal 1. The simplest
explanation for this is that we spent far more time learning about and practicing the concepts
related to goal 1 as compared to goal 2. It just so happens that practicing goal 2 was dependent
on having some mastery over goal 1 – as is often the case in a heavily scaffolded content area
TEACHER WORK
SAMPLE 53
like mathematics. Another possible explanation is that the math concepts related to goal 1 are
simpler than those related to goal 2, and were therefore easier for students to learn. Goal 1
mostly requires an understanding of operations and a little memorization, while goal 2 requires
these same understandings in addition to being able to decipher and create real-world context
surrounding the data used in these operations. Along with being simpler to learn, goal 1 lends
itself to a variety of approaches when teaching. Multiplication, when focusing on understanding
and practicing the operation, can be taught with words, algorithms, and an endless slew of
manipulatives. This class does much better with algorithms and manipulatives, and so learning
goal 1 was more suited to my students’ skillsets.
While students performed similarly on both learning goals, their average scores for
learning goal 2 measures were slightly lower. As I mentioned, more than half of this class is
reading below grade level with at least 8 students reading significantly below grade level.
Learning goal 2 has everything to do with solving real-world problems and one of the only
reliable ways of providing practice problems and assessments for real-world problems is to use
word problems. There may be some simple audio-based technology that would allow me to
reproduce the delivery structure of word problems without requiring students to read, but as low
as these students may be in reading, they are even lower in audial learning skills. We figured out
very early in the school year that about half of the class are not audial learners. As far as I can
see, this really only leaves one option – lab-style, discovery based math lessons. Yes, this would
be less time efficient and make it more difficult to assess learning, but it would provide an
avenue for teaching real-world math that would match these students learning styles. The
problem is that this class hasn’t had enough practice with discovery based learning – they just
TEACHER WORK
SAMPLE 54
aren’t prepared for it. I have tried many times to set up discovery based lessons (including during
this unit) with this classroom and have only been successful after several trials of the same style
of lesson with the same goals/expectations. With this unit, I simply didn’t have the luxury of
spending 3 or 4 lessons getting students “used to” the kind of lesson required for them to
discover a single math concept. I believe that at this point in the year, it would have been
possible to run these discovery lessons with success, though that would have also required a lot
of pre-loading and preparing students by teaching in this way from the beginning of the year.
Scenarios like this, mixed with my belief in the power of discovery learning, have led me to
decide that when I have a classroom of my own, I will do just that.
Another possibility would be that in my assessment, questions measuring student success
in learning goal 1 were easier than those measuring learning goal 2. I am afraid that this might be
true and is at least partly to blame for the discrepancy in scores. Apart from learning goal 1 being
inherently easier than learning goal 2, I also attached slightly more difficult problems to the
questions measuring learning goal 2. This was an oversight and provides a lesson to myself as far
as helping me understand what to “look out for” when designing my next assessment piece.
Professional Development
As a teacher, one thing I’d like to improve upon, is being more proactive in learning my
students’ skillsets and learning styles. This year, I figured that this would simply be a natural
process of me learning about my students. I thought that I would find out through experience
how my students learned and then adjust my teaching style to match. What I realized through
this unit, is that sometimes, students aren’t prepared to learn in the style that suits them. And in
TEACHER WORK
SAMPLE 55
these cases, it is possible that they need a good deal of time to practice learning in that style
before they can have an effective learning experience. For me, and this unit, it was the lack of
reading ability and the tendency to not do well with audial instruction that led to a slower-paced,
discovery learning as an alternative to word problems. Unfortunately, the students were not
adequately prepared to learn in this way without a lot of practice (which was not an option). Had
I been more proactive in the beginning of the year, I might have seen this coming and made the
necessary arrangements to provide that practice – possibly resulting in a more successful unit,
while setting the stage to provide student-matched instruction for the remainder of the year.
The second teaching habit that I feel I could improve is in how I communicate
expectations to my students. I’ve realized, with the help of this unit, that I sometimes I send
mixed messages to students, as far as what is expected of them during a lesson. I have a teaching
style that tends to encourage calling out, and often there are lessons where calling out is not
helpful. In these lessons, I instruct students to not call out, but because of my teaching habits, I
unconsciously let the first few slide. This, of course, leads to more students calling out and then I
have to stop the class and repeat student expectations. This is no doubt confusing for students
and leads to a less effective lesson. I try to be very conscious of the language I use when
teaching, but I’ve realized I also need to be more conscious of the style in which I’m teaching.
Perhaps I need to include an additional category of notes to myself on my lesson plans. One that
pertains to student expectations and what that means for the style in which I teach that particular
lesson. I was also given a suggestion by a fellow teacher and mentor, that when I want a whole-
class answer, or when I am open to call-outs, I should have a signal – and this signal should be
pre-taught and ongoing. For instance, when I am looking for students to call out, I might end my
TEACHER WORK
SAMPLE 56
question with “Anyone?” Or when I am looking for a whole-class call out I might say,
“Everyone!” With enough practice, for both the students and myself, I could see this working
very well.
Works Cited
Achievement Gaps. (2015, September 22). Retrieved December 12, 2017, from
https://nces.ed.gov/nationsreportcard/studies/gaps/
Keet Gooshi Heen Elementary. (2017). Graphiq. Retrieved December 12, 2017 from
https://public-schools.startclass.com/l/1844/Keet-Gooshi-Heen-
Elementary#Key%20Facts&s=4qN59B
TEACHER WORK
SAMPLE 57
Sitka, AK Demographics. (2017). AreaVibes Inc. Retrieved December 12, 2017, from
http://www.areavibes.com/sitka-ak/demographics/
Spier, E. (2016, June). American Institutes for Research. 2016 Alaska School Climate and
Connectedness Survey. Detailed Report: Sitka School District. Retrieved December 12,
2017.

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TEACHER WORK

UNIVERSITY OF ALASKA SOUTHEAST

TEACHER WORK SAMPLE

KEET GOOSHI HEEN ELEMENTARY

DECEMBER 12, 2017

Design for Instruction 18

Instructional Decision Making 40

Analysis of Student Learning 43

Reflection and Self-Evaluation 50

Community, District, and School Factors

free lunches (Keet Gooshi Heen Elementary, 2017).

and cooperative skills as well as a sense of accountability to a greater good.

We try to mix it up as much as possible when it comes to math lessons. Sometimes

group of students who may need more direct support.

simultaneously promoting self-regulation skills.

two fifths of students are at or above grade level in reading.

As I mentioned earlier, we try to mix up instruction and practice-work as much as

these students are still learning to work together.

cooperative and social skills.

opposed to whole-class or individual work-periods.

tail end of the concepts I’m teaching.

trying such strategies would only further the skill gap.

Learning Standard (AK- Level (Bloom’s Discussion

Learning Standard (AK- Level (Bloom’s Discussion

Learning Assessments Format Adaptations

Number Grid: Allow students access to

Formative In-class Worksheets: In the case that a

monitored in class and completed In the case that the

Summative Multiplication Assessment: Students will be allowed

Learning Assessments Format Adaptations

those concepts might arise in the work-time in order to

Formative Assessment Notes

multiplication;] It is imperative that student understanding be assessed at each of these steps. It

warrant exploration before an abstract algorithm is introduced.)

or are holding misconceptions. If a larger portion of the class is sharing a common

misconception, I will lead a mini-lesson addressing the mathematical concept necessary to

correct that misconception.

Practice work will be determined and created as a response to formative assessment of

Formative Assessment Tool

Student Repeated Arrays Single-digit Breaking Expanded Standard

Summative Assessment Scoring Information and Answer Key

Design for Instruction

goal 2 measurements. Understanding learning goal 2 requires an understanding of learning goal

important to focus on learning goal 1.

Pre-test Scores Avg Pre-test Scores

Series1 Series2 Series1 Series2

Candidate Name: Alex Dailey Host Teacher Name: Stephanie Peterson

Alaska Content Standards:

Transfer Goal(s) - Unpacked Standards

BIG IDEA of the Unit:

STAGE 1 – Essential Questions and Enduring Understandings (Meaning)

 Real-world multiplication is rarely isolated  If multiplication has to do with groups of a

STAGE ONE: STAGE TWO:

STAGE TWO : Culminating Performance Task

STAGE THREE: Learning for Understanding/ Instructional Activities

Title of Lesson: [L1] Exploring Multiplication

Title of Lesson: [L2] Building a Multiplication Chart

 Explain that we’ll be working on repeated addition today in our quest

Title of Lesson: [L3] Understanding Arrays

Title of Lesson: [L4] Patterns in Multiplication

Title of Lesson: [L5] Practicing Multiplication Facts

Title of Lesson: [L6] 10’s in Multiplication

 Give the class a quick series of multiplication problems involving