DATE September 25th, 2024
GRADE / CLASS 3rd Grade
LESSON TITLE Exploring Multiplication with 7,8 and 9
Length of lesson 90 minutes
STANDARD
3.oA.A.3 Multiply and divide within 100 to solve contextual problems, with the unknown in any positions, in
situations involving equal groups, arrays/area, and measurement quantities using strategies based on place
value, the properties of operations, and the relationship between multiplication and division (e.g., contexts
including computations such as 3 x ? = 24, 6 x 16 = ?, ? / 8 = 3, or 96 / 6 = ?).
OBJECTIVE
The student will be able to explore breaking apart factors as a strategy for multiplying. The student will be able
to draw on their experiences, breaking apart arrays to multiply.
ASSESSMENT /EVALUATION
Formative summative assessment: The students will understand how we can break apart factors to help us
find the product of a multiplication equation. The students will be assessed on whether they can choose which
factor to break apart to help them find the product more easily. The student will be given an exit ticket on each
day of the learning segment. This will help me assess the students learning at the end of each lesson. For the
first day, the exit ticket will be turned in so I can draw the data on how the students are learning. This day their
exit ticket will have them modeling how an expression can be broken apart to make the multiplication more
simple.
ACTIVATING STRATEGY
The activating strategy will be the start problem. The students will get out their whiteboards and math toolbox
with their markers and erasers in them. On their whiteboards, they will use prior knowledge and thinking skills
to try and solve the question: Find 4 x 6 by breaking apart one of the numbers. Students will do this
independently before going over it as a class.
INSTRUCTION
10 minutes:I will introduce the start problem and prompt students to get their whiteboards and math
toolboxes. I will read aloud the start problem and then instruct the student to begin working. I will monitor
student's work by circling the room. I will then review the start problem with the students and provide them
with a solution. After the start problem, I will go over the learning targets with the students. I will have a
volunteer student read each of these aloud to the class. We will go over any of our vocabulary words during
this time
5 minutes: After the learning targets are read, I will introduce students to the “try it” problem for the lesson.
We will read the word problem together three times as a class. On the first read, I will read it to the class. I will
ask the students, “What is the problem about?” the students will tell me the gist of the problem without any
mathematical terms . For the second reading, I will ask for a volunteer to read the word problem. In this
reading, I will ask the students, “What are we trying to find out?” The students will tell me what the question is
asking us to do. The third time we read, I will call on another volunteer to read the word problem one more
time. This time I will ask, “What information is important?” The students will provide me with any numbers or
equations that are stated in the word problem.
15 minutes:Students will try the problem independently before any explicit instruction is used. I will circle the
room as students are working. I will write different strategies the students are using in a notebook and pick 2
or 3 students' work to compare the different models on the doc cam that can be used to answer the question.
We will discuss each student's work and break it down.
(20 minutes) After explaining the try it problem, we will move on the the “connect it” section of the book. I will
read the question or statement aloud to the class. The question will relate to the try it problem. We can start a
class discussion with the question that is being asked to deepen students' understanding. To help students gain
knowledge of breaking apart the expression, I will lead students in a hands-on activity. For this activity,
students will be given tiles to create an array of 6 rows of 7. I will tell students that they can break apart the
array by splitting the columns. This will help them visualize what we did in the try-it problem. I will show them
that we can also break apart the rows and leave the columns it the original state. We will do this activity with
different multiplication expressions as needed.
(10 minutes) After the hands-on activity, we will look ahead. During this section of the book, students look to
see how they can solve 7x7 by knowing 6x7. We will look at how we can break apart 7x7 into expressions with
simpler numbers. We will fill in the blanks on the screen together as a class.
(2 minutes) We will move on to the reflection section of the lesson. I will pose students with a question that
asks which model is easier for them to use and which one they would choose. They will discuss this with their
table partners.
(5 minutes)Exit ticket: Students will pull an index card from their math toolbox and show breaking apart
factors with an expression I give them.
(20 minutes)For the remainder of the class, I will have students work on the independent practice in their
workbooks. During this time, I will pull a small group of students who I feel need extra support and do more of
the hands-on activity
CLOSURE
Students will self assess and write a C,G, or U on their exit ticket to tell me whether they are Confident,
Guessed, or Unsure
Students will then work on their independent practice once finished with the exit ticket.
At the end of the lesson, students will be able to Represent a model of how to break apart factors to solve a
multiplication equation.
MODIFCATIONS
Accommodations/ Modifications/differentiation:
For the students who qualify for accommodations and modifications, I will provide additional time, alternate
forms of direction, and environmental arrangements. I will also offer read-aloud for the exit ticket for those students
who qualify. Students will have access to the tiles used in the hands-on activity to help them break apart the
expression if needed to support learning.
Extensions:
Any student who completes the task early will be prompted to write to explain how they got their answer. Students
will also have the opportunity to write where they see multiplication in their lives.
ACADEMIC LANGUAGE
Vocabulary that will be used in this lesson:
● Array- a set of objects arranged in equal rows and equal columns.
● Factor- a number that is multiplied
● Multiplication: an operation used to find the total number of items in a given number of equal-sized
groups
● Product: the result of multiplication
Syntax: The students will be showing syntax when they are writing their multiplication expressions in their
workbooks properly using the multiplication and equal sign properly
Discourse: The students will discuss different strategies with each other during turn and talk, and students
will explain their thinking throughout the lesson when I prompt them with questions.
Language function: Represent
MATERIALS / RESOURCES / TECHNOLOGY
Materials: Math workbooks, whiteboard, marker, pencil, math tiles,
Resources: Ready mathematics. Publisher: Curriculum Associates: Date of publication: 2024
Technology: Clear touch smart board, doc cam
DATE September 27th, 2024
GRADE / CLASS 3rd grade
LESSON TITLE Multiplying with 7
Lenght of lesson 90 minutes
STANDARD
3.oA.A.3 Multiply and divide within 100 to solve contextual problems, with the unknown in any positions, in
situations involving equal groups, arrays/area, and measurement quantities using strategies based on place
value, the properties of operations, and the relationship between multiplication and division (e.g., contexts
including computations such as 3 x ? = 24, 6 x 16 = ?, ? / 8 = 3, or 96 / 6 = ?).
OBJECTIVES
Students will be able to solve a problem that requires multiplying with 8. The purpose of this lesson is to have
students breaking a factor into 2 or more parts to build strategies for and fluency with multiplying with 8.
ASSESSMENT /EVALUATION
Formative summative assessment: Exit ticket:The students will model how to find 8x8 by breaking it
apart. Students will show a model such as an array.
Students will also be informally assessed through academic questioning throughout the lesson
ACTIVATING STRATEGY
The activating strategy will be the start problem. The students will get out their whiteboards and math
toolbox. On their whiteboards, they will use prior knowledge and thinking skills to try and solve the question:
Fill in the blanks to show a way to break apart 4x7
INSTRUCTION
10 minutes: I will introduce the start problem and students will get out their whiteboards and their math tool
boxes. I will read aloud the start problem, then instruct students to begin working on their own. I will monitor
students work by circling the room. I will go over the start problem with the students and provide a solution.
After the start problem, I will go over the learning targets with the students. A student volunteer student read
each of these aloud. We will go over any new vocabulary in the learning targets if needed
After the learning targets are read, I will introduce students to the “try it” problem for the lesson. We will read
the word problem together three times as a class. On the first read, I will read it to the class. I will ask the
students, “What is the problem about?” I am looking for the students to tell me the gist of the problem without
any mathematical terms yet. For the second reading, I will ask for a volunteer to read the word problem. In this
reading, I will ask the students, “What are we trying to find out?” This time, I am asking the students to tell me
what the question is asking us to do to come up with an answer. The third time we read, I will call on another
volunteer to read the word problem one more time. This time I will ask, “What information is important?” Here
is where I'm looking for the students to provide me with any numbers or equations that are stated in the word
problem. (5 minutes)
Students will try the problem independently before any explicit instruction is used. I will circle the room as
students are working. I will write different strategies the students are using in a notebook and pick 2 or 3
students' work to compare the different models on the doc cam that can be used to answer the question. We
will discuss each student's work and break it down. (15 minutes)
After explaining the try it problem, we will move on the the “model it” section of the book. This is where we will
see what models the students didnt explain in their share to the class and dive deeper into understanding
breaking apart factors to help us solve multiplication. (10 minutes)
After the “model it” we will move into the “connect it”. I will read the questions and statements aloud to the
students, we will fill in the blanks together on the screen. Students will be prompted with questioning during
whole class discussion to help fill in the blanks. There are four fill in the blanks. Number 5 on the page will be
used as a turn and talk for student discussion. Students will do number 6 independent. (10 minutes)
After the “connect it” students will move onto the “apply it”. I will read problem 7 to them, they will work on it
by themselves. I will closely monitor students' work and assist students where help is needed. I will go over the
problem with the students. (5 minutes)
Exit ticket: Students will answer numbers 8 and 9 for the exit ticket. Students will self assess with a number of
1,2,3, or 4 on their paper. (10 minutes)
For the remainder of the class, I will have students work on their independent practice in their workbooks.
During this time, I will pull a small group of students who I feel need extra support. (25 minutes)
CLOSURE
Students will write a 1,2,3,or 4 on their exit ticket paper to self assess themselves where they are at with the
learning target. 1 being not confident at all and 4 being the most confident.
At the end of the lesson, students will be able to Represent breaking apart the factor 8 into 2 or more parts to
build strategies for multiplying with 8
MODIFICATIONS
Accommodations/ Modifications/differentiation:
For the students who qualify for accommodations and modifications, I will provide additional time, alternate
forms of direction, and environmental arrangements. I will also offer read-aloud for the exit ticket for those students
who qualify. Students will have access to the tiles to help them show breaking apart the multiplication expression.
Extensions:
Any student who completes the task early will be prompted to write to explain how they got their answer. Students
will also have the opportunity to write a word problem that would represent the expression in the problem.
ACADEMIC LANGUAGE
Vocabulary that will be used in this lesson:
● Array- a set of objects arranged in equal rows and equal columns.
● Factor- a number that is multiplied
● Multiplication: an operation used to find the total number of items in a given number of equal-sized
groups
● Product: the result of multiplication
Syntax: The students will be showing syntax when they are writing their multiplication expressions in their
workbooks properly using the multiplication, equal sign, and parentheses properly
Discourse: The students will discuss different strategies with each other during turn and talk, and students
will explain their thinking throughout the lesson when I prompt them with questions.
Language function: Represent
MATERIALS / RESOURCES / TECHNOLOGY
Materials: Math workbooks, whiteboard, marker, pencil, math tiles
Resources: Ready mathematics. Publisher: Curriculum Associates: Date of publication: 2024
Technology: Clear touch smart board, doc cam
DATE September 30th, 2024
GRADE / CLASS 3rd grade
LESSON TITLE Multiplying with 9
Lenght of lesson 90 minutes
STANDARD
3.oA.A.3 Multiply and divide within 100 to solve contextual problems, with the unknown in any positions, in
situations involving equal groups, arrays/area, and measurement quantities using strategies based on place
value, the properties of operations, and the relationship between multiplication and division (e.g., contexts
including computations such as 3 x ? = 24, 6 x 16 = ?, ? / 8 = 3, or 96 / 6 = ?).
OBJECTIVE
Students will be able to solve a problem that requires multiplying with 9. The purpose of this problem is to
have students think of different ways of breaking apart factors to build strategies for and fluency with
multiplying by 9
ASSESSMENT /EVALUATION
Formative Summative assessment: The students will Model how to find 9x9 by breaking apart one of the
factors. Students should show a model such as an array to ensure they don’t try to break apart both factors of 9.
ACTIVATING STRATEGY
The students will do the start problem for the activating strategy. The students will use their whiteboard and
their math tool boxes to get started. I will read the problem to them and the students will solve it. I will review
the answer to the question with the students
INSTRUCTION
10 minutes: I will read the start problem. Students will represent their work and answer on their whiteboards
and math toolboxes.
CLOSURE
Students will write a 1,2,3,or 4 on their exit ticket paper to self assess themselves where they are at with the
learning target. 1 being not confident at all and 4 being the most confident.
MODIFCATIONS /GROUPING
ccommodations/ Modifications/differentiation:
For the students who qualify for accommodations and modifications, I will provide additional time, alternate
forms of direction, and environmental arrangements. I will also offer read-aloud for the exit ticket for those students
who qualify. Students will have access to the tiles to help them show breaking apart the multiplication expression.
Extensions:
Any student who completes the task early will be prompted to write to explain how they got their answer. Students
will also have the opportunity to write a word problem that would represent the expression in the problem.
ACADEMIC LANGUAGE
Vocabulary that will be used in this lesson:
● Array- a set of objects arranged in equal rows and equal columns.
● Factor- a number that is multiplied
● Multiplication: an operation used to find the total number of items in a given number of equal-sized
groups
● Product: the result of multiplication
Syntax: The students will be showing syntax when they are writing their multiplication expressions in their
workbooks properly using the multiplication, equal sign, and parentheses properly
Discourse: The students will discuss different strategies with each other during turn and talk, and students
will explain their thinking throughout the lesson when I prompt them with questions.
Language function: Represent
MATERIALS / RESOURCES / TECHNOLOGY
Identify the key instructional resources and materials that will be used to engage students in learning. Include
source of materials, reference list, and links.
