LESSON OVERVIEW

Title: Card Multiplication

Author: Jillian Buckleitner
Subject: Mathematics
Grade Level: 3rd
Duration: 40 minutes
Unit Description
This lesson is the 3rd day of a multiplication lesson. We will go over some vocabulary
before beginning the lesson that is relevant to multiplication. Then, for the activity
students will be focusing on single number multiplication using a deck of cards. They will
move around the room, pick card from their partners pile, and multiply the two numbers.
Together, the students will come up with the answer together. Once they get the answer
they can find another partner and continue playing the game until I say freeze.
Lesson Goals:
Students will be able to
o Explain what the answer to a multiplication problem is.
o Understand that when two whole numbers are being multiplied, their order can be
changed and it wont affect the answer.
o Answer single digit whole number multiplication problems correctly.
Common Core Standards:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in
5 groups of 7 objects each. For example, describe a context in which a total number of objects
can be expressed as 5 7.
Big Ideas:
- When multiplying two numbers, the order doesnt change the answer.
-The answer to a multiplication problem is called the product.
Barriers:
Vocabulary
Equations
Types of representation
Types of action and expression/moving around the room
METHOD
Anticipatory Set:
Did you know that we use Math each day? Even though it might not seem like it, its true!
Can anyone name one way they might do Math in a day?
Checkpoint 7.2 Optimize relevance,
value, and authenticity

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/

Today, we are going to do calendar a little bit differently. We are going to do what we
usually do, but we are also going practice our multiplication skills. Students sit around the
blue tape on the floor like they do every day for calendar.
o Have students do the weather, the today is (Wednesday), yesterday was (Tuesday),
and tomorrow will be (Thursday). The student leaders will lead calendar.
o Then, have students name the date. For example, today is January 12th Then, they
will solve the problem: 100- _____= 12. Each student is provided a Hundred Chart to
help them solve the problem. Once they have an answer, they will silently place
their thumbs up on their knees. The student leaders will call on someone to answer
the equation.
o After we do the usual routine, I will explain that we are going to find 3 Math facts as
a class based on todays date. We are going to look at what numbers can you
multiply to get 12.
(Allow students time to think about possible answers and have student leaders call on
students with raised hands.)
Introduce and Model New Knowledge:
Refresh students memory. Ask if anyone remembers what the answer to a multiplication
problem is called.
Checkpoint 2.1 Clarify vocabulary and
(Allow them time to answer)
symbols
Good! Its the product!

Checkpoint
1.1 Offer
ways of
customizing
the display of
information

Checkpoint
7.2 Optimize
relevance,
value, and
authenticity
Checkpoint
7.3 Minimize
threats and
distractions

-Ask if students think the product of a multiplication problem changes if you switch the
order of the numbers.
-Explain that when you change the order of the numbers, it doesnt change the product.
This is because of a special Math rule called the Commutative Property.
Checkpoint 2.1 Clarify
vocabulary and symbols
-Do a few examples.
5 x 2= 10 and 2 x 5= 10
Checkpoint 1.1 Offer ways of
customizing the display of information
4 x 6= 24 and 6 x 4= 24
1 x 3= 3 and 3 x 1= 3
(Have this information on an anchor chart for students to refer back to.)
Provide Guided Practice:
Today, to practice multiplication we are going to play a game. This game is called card
multiplication. While playing this game, remember that you can change the order of the
numbers and still get the same answer.
Checkpoint 5.1 Use multiple media for
communication

Explain the game:

o Each student will get 3 cards. We will be using the cards ace-10. I will explain that
Checkpoint 4.2 Optimize access to tools
the ace equals 1.
o These cards will but put in a bag clip so that they are easy to hold. and assistive technologies
o Ten students will form a circle in the middle of the classroom and the remaining ten
students will find a partner, forming a circle around the student in the middle.
o Students will draw a card from their partners pile and multiply the numbers of the
two cards draw.
Checkpoint 5.2 Use multiple tools for construction

Checkpoint
2.1 Clarify
vocabulary and
symbols

and composition

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/

o They will work together to find the correct answer. Once they come up with the
answer, the students in the outer circle will rotate to the right to partner up with
someone new.
o You will keep the card that you drew from your partners pile.
o Continue to move around the circle until I say, Freeze.
While students are doing the activity, walk around the room and assist anyone who needs
help.
Provide Independent Practice:
Students will complete a work sheet that is relevant to what we learned about that day.
The worksheet will have a lot of the same equations but with the numbers in a different
order.
WRAP UP
Nice job today class! I hope you enjoyed the activity that we did. This is something that
you can do at home with your parents to practice your multiplication.
What is something you learned today?
(Today, we learned that when you multiply two numbers, you can put them in any order
and still get the same answer.)
Why can we do this?
ASSESSMENT
For the assessment, students will be asked to use the numbers 1-10 and write 5 examples
of multiplication problems. They will be asked to write each problem in two ways.
I will be looking for students to use the communicative property for each of their 5
examples.
MATERIALS
o Three decks of cards (numbers ace through 10)
o White board
o Anchor chart for information

Adapted from CAST: UDL Lesson Plan Builder: http://lessonbuilder.cast.org/

Checkpoint
8.3 Foster
collaboration and
communication