Introduction

In this unit, the children will begin to learn the basic concepts of multiplication. In the first
lesson, they will learn that multiplication problems can be solved using repeated addition. In the second
lesson, the children will learn how to use arrays (rows and columns) to solve multiplication problems. In
the third lesson, the children will learn about the Commutative Property, meaning that no matter the
order of the numbers in a multiplication equation, the answer or solution will always come out the
same. We hope that these lessons we have prepared will help the children to connect and build onto
their knowledge of what they have learned in school up to this point.

Assessment Plan
● Access skills: The children will use their receptive and expressive language skills to understand
verbal explanations. They will need to have adequate vision and hearing to be able to see the visuals
we use and hear our verbal explanations of concepts. They will use their fine motor skills to write
and draw with pencils and markers, as well as flip cards, string beads, and place stickers. We will
need to observe and note any problems areas with access skills and accommodate/modify as
necessary.
● Background knowledge: Children will need to know, at the very least, how to add one-digit
numbers. They will be more likely to succeed if they are comfortable adding up to 3 or 4-digit
numbers. In general, fluency with basic addition facts will create a base for multiplication concepts
and lend to greater understanding of multiplication strategies. We will also be building each
multiplication strategy or concept on the knowledge of the previously learned strategy or concept,
so the children will need to be comfortable with/show mastery in some strategies before they move
onto the next. We will, however be pre-assessing knowledge of subtraction, which will help us know
how comfortable they may be if they show enough mastery in multiplication to move onto division.
● Learning characteristics: We should know the best ways the children learn. For example, if they
learn best by visual models, reading from a textbook, or listening to the teacher’s lesson. This will
help us know how to best prepare our material and know that we are preparing it in a way that fits
the needs of the children we are teaching.
● Personal info: We should know some of the children’s interests in order to incorporate them into
the lessons. We should become familiar with their personalities and their levels of comfort in small
and large group settings compared to individually. We will need to know their attitudes about math
concepts, and their attitude about learning as a whole.
● Methods: We will allow the children to create their own 2-4-digit addition problems to solve. We
will provide some word problems that could be solved with addition or multiplication to see which
methods they use. We will allow the children to create their own 2-4-digit subtraction problems to
solve. We will provide some word problems that could be solved with subtraction or division to see
which methods they use. We will prompt them to draw shapes or show different picture of shapes
to gauge their knowledge of geometry. We will provide opportunities to show, write, or name
fractions to gauge their knowledge of fractions/components of fractions.
Lesson #1
Date Taught: Monday, July 9, 2018

BIG IDEA: I can solve multiplication problems by adding repeatedly.

Topic: Multiplication as repeated addition

Standard: 3.OA.A.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.

Objective: SWBAT use repeated addition to show the relationship between multiplication and
addition.
Student-Friendly Objective: SWBAT use repeated addition to solve one-digit multiplication
problems.

(Pre) Assessment Plan:

● Allow the children to create and solve 2-4-digit addition problems to gauge their
understanding of addition.
● Give the students word problems that can be solved with multiplication or addition to
see what strategies they use to solve the problem.
● Students will work individually, unless they spontaneously decide to work together solve
problems or they verbally request to.

Co-Teaching Strategy: Team teaching

Materials Needed: pipe cleaners, beads, cups, counters, popsicle sticks

Key Vocabulary: Equal groups, repeated addition, multiplication, solution

Anticipatory Set (3-5 minutes): (Ellen and Kaitlyn)

● (pull out a bin or bucket) Miss Leatherman, would you mind handing me two of those
counters, please? (she hands them over, I put them in the bucket) Thank you Miss
Leatherman! I’ve added two counters to my bin now. Oh, Miss Leatherman, would you
hand me two more of those counters, please? (she hands them over, I put them in the
bucket) Thank you Miss Leatherman! Boys and girls, how many counters do I have in the
bucket now? (They answer, 4) That’s right! Two times we added two counters in the bin
and now we have four. Miss Leatherman, would you hand me two more counters? (she
hands them over, I put them in the bucket) Now how many do we have? (They answer,
 6) That’s right! Three times we added two counters to the bin, and now we have six
counters.

Modeling: (Ellen)
● I have my glorious bag of pennies. (show pennies) And my friends think my pennies are
pretty cool. So three of them come up to me (write down the number 3) and ask if they
can have four of my pennies each. (write down the number 4) That’s three multiplied by
four. But I’m not sure how many that is total! Let’s find out.
● The first thing I’m going to do is count out pennies for the first friend. So I pull out one,
two, three, four pennies. (count them out and put them in a pile) I’ve got one group of
four pennies.
● But I still have two more friends that need pennies. So I’m counting out one, two, three,
four more pennies. (count them out and put them in a pile next to but separate from
the first one) Now I have two equal groups of pennies.
● But I still have one more friend that needs pennies. So I count out one, two, three, four
more pennies. (count them out and put them in a pile next to but separate from the first
one) Now, I have three equal groups of four pennies each.
● If I want to know how many pennies that is altogether, I can add them. So I now I know
that four plus four is eight. And eight plus four, let me count that out, nine, ten, eleven,
twelve--twelve pennies! Three friends wanted four pennies each, that’s three times
four. The solution is 12. I used repeated addition, or adding the same group again and
again, to solve a multiplication problem.

Guided Practice: (Kaitlyn)

● First time
o Give me a number between 2 and 9. Student gives number, write on whiteboard.
o Give me another number between 2 and 9. Student gives another number, write
on whiteboard.
o Alright. So we have two numbers. . We have __ and __. We are going to solve
this problem using repeated addition. Remember, repeated addition is adding
groups of the same amount each time.
o First, I am going to draw __ many. How many are in each group? Students
respond with first number given
o Next, I am going to draw the same amount and make different groups. How
many groups are there? Students respond with second number given
o Draw out groups of same equal amount of items in each. Now, we have __ items
in each group and we have __ amount of groups. We are going to use addition to
add all of them together. Let’s start out by adding two groups together:
__ + __= __. Now, lets add another group to the answer we just got. Repeat until
all groups are added together.
o Now we have all groups added together. What answer did we get?
 o So, __ equals all the groups added together. What is this method/strategy
called? Repeated addition.
o Now, let’s try it again.
● Second time
o Give me a number between 2 and 9. Student gives number, write on whiteboard.
o Give me another number between 2 and 9. Student gives another number, write
on whiteboard.
o Alright. So we have two numbers. . We have __ and __. Do you remember what
we do first? Draw out groups and number in each group.
o Now what do I do next?
o Now, we have __ items in each group and we have __ amount of groups. Use
addition to add all of them together. Repeat until all groups are added together.
o Now we have all groups added together. What answer did we get?
o So, __ equals all the groups added together. What is this method/strategy
called? Repeated addition.

Independent practice/application:
● Activity 1: Pipe Cleaners and Beads → the children can string beads onto pipe cleaners
to practice multiplication problems through repeated addition, adding equal groups of
beads to the pipe cleaners to find the solution
● Activity 2: Cups and Counters → Children can use counters and cups to solve
multiplication problems, adding equal groups of counters to the cups to find the
solution
● Activity 3: Popsicle Sticks → Children can use bundles of popsicle sticks to solve
multiplication problems through repeated addition, bundling together equal groups of
popsicle stick to find the solution
● Children may select from bags of felt numbers or spin the number wheel to create their
number problems

Closure: (Ellen and Kaitlyn)

● So, what did we learn about today? Repeated addition.
● Let’s review the steps one more time. First, we…? we divide the number of groups we
need into equal amounts. Next, we…? Add each group together one by one until we
reach our solution.

Lesson #2
Date Taught: Wednesday, July 11, 2018

BIG IDEA: I can solve multiplication problems by drawing arrays.

Topic: Multiplication-arrays, rows, columns and number lines

Standard: 3.0A.A.3: Use multiplication and division within 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.

Objectives: SWBAT use arrays as one way to think about and understand multiplication.
Student-Friendly Objective: SWBAT use arrays to solve one-digit multiplication problems.

Assessment Plan:
● Propose children create word problems for each other or just create number problems
for each other and encourage them to use the strategy they’ve learned so far. Review
repeated addition if necessary.

Co-Teaching Strategy: Team teaching

Materials Needed: page protectors and markers, counters, grid paper and colored pencils,
stickers

Key Vocabulary: Multiplication, array, row, column, solution

Anticipatory Set: (Ellen and Kaitlyn)

● Boys and girls, we’ll need your help demonstrating this next concept. We’re going to use
our bodies to solve a multiplication problem. The problem is 2 times 4. So first, we’ll
need two volunteers. (two children come to sit down on the floor) Now, we’ll need
three more volunteers to sit next to __. (three children come to sit next to the child in
the first row) And the rest of you, come and sit down next to __, Miss Ellen you get
down there, too! (they come and sit) Boys and girls, look around. We’ve made what’s
called an array! Arrays have rows and columns to represent the numbers we are
multiplying. So 2 rows (gesture to two children) times 4 columns (gesture to four
children) equals (count out everyone) 8! We know how to use repeated addition, but we
can also use arrays to solve multiplication problems.

Modeling: (Kaitlyn)
● I am going to bake some cookies and I want to share my cookies with my friends. I have
3 friends that I want to share these cookies with (write 3 one the board) and I want to
give them 6 cookies each. The problem is that I don’t know how many cookies I need to
 make so that each of my friends can get 6 cookies. Can you help me find out how many I
need to make?
● The first thing I’m going to do is count out the cookies for one of my friends. I’m going to
draw what is called an array to show you how to solve this problem using rows and
columns. First, I’m going to draw these in a row: 1, 2, 3, 4, 5, and 6. (count as you draw
them). So I’ve got one friend’s cookies counted out.
● Now I need to count out the cookies for my second friend. I’m going to draw another
row of cookies. 1, 2, 3, 4, 5, and 6. (count as you draw them). So I’ve got my second
friend’s cookies counted out.
● I can’t forget about my third friend. I’m going to do the same thing as before: 1, 2, 3, 4,
5, and 6. (count as you draw them). Now, I’ve got all my friend’s cookies counted out.
● Now, I want to know how many cookies I need to make all together. So, I’ve got 3 rows
(1, 2, 3) and 6 columns (1, 2, 3, 4, 5, 6). Let’s count these (count to 18). So now I know
that I need to make 18 cookies to give to my friends.
● So we can see that 3 groups of 6 cookies equals 18 cookies. This is how we can use
arrays to solve multiplication problems.

Guided Practice: (Ellen)

● First time
o Give me a number between 2 and 9. Student gives number, write on whiteboard.
o Give me another number between 2 and 9. Student gives another number, write
on whiteboard.
o Alright. So we have two numbers. We have __ and __. We are going to solve this
problem using our array.
o First, I am going to start with __. This number will represent the number of rows
we have. (draw the number of rows) So how many rows do we have? Students
respond with first number given
o Yes! Next, I am going to use __. This will represent the number of columns. (draw
the number columns) How many columns are there? Students respond with
second number given
o Yes! So we have __ rows times __ columns. (write out the equation based on the
rows and columns) And that’s what our equation looks like. __ times __ equals.
Looking at our array, what’s the solution to our problem? (They give the answer)
o Yes! Now, let’s try it again.
● Second time
o Give me a number between 2 and 9. Student gives number, write on whiteboard.
o Give me another number between 2 and 9. Student gives another number, write
on whiteboard.
o Let’s write our equation out first this time. Add a times sign between the
numbers and an equal sign afterward. __ times __ equals __.
 o Alright. We have our two numbers, our equation. We have __ and __. Do you
remember what we do first? Use the first number to draw the number of rows.
o Yes! Now what do we do? Use the second number to to draw the number of
columns
o And here is our array, with __ rows and __ columns, or __ times __ equals.
Looking at our array, what’s the solution to our problem? They give the answer.
o Yes! Now, we’d like to see you all make your own arrays.

Independent practice/application:
● Come up with own word problems
● Use number spinner to tell them what numbers they will use to come up with their own
word problems.
● Let them find the solution to the word problems they created.
● Give them grid paper and colored pencils. Give them the option to use colored pencils
or stickers to illustrate how they will solve their word problem.

Closure: (Ellen and Kaitlyn)

● So, what did we learn about today? Arrays.
● Let’s review the steps one more time. First, we…? We draw out the number of rows.
Next, we…? We draw out the number of columns.
● What’s the last thing we do? We add up the spaces in the array to find the answer.

Lesson #3
Date Taught: Friday, July 13, 2018

BIG IDEA: When I am multiplying two numbers, the order does not matter.

Topic: The Commutative Property

Standard: Mathematics 3.OA.B.6- Apply properties of operations as strategies to multiply and

divide.

Objectives: SWBAT understand and use the Commutative Property of Multiplication.

Student-Friendly Objective: SWBAT understand that two numbers can be multiplied in any
order to achieve the same answer.
Assessment Plan:
● Propose children create word problems for each other or just create number problems
for each other and encourage them to use the strategies they’ve learned so far. Review
concepts of repeated addition and array if needed

Co-Teaching Strategy: Team Teaching

Materials Needed: Find Your Commutative Pair game, Flash cards, Multiplication Fact Matching
game

Key Vocabulary: Commutative property of multiplication

Anticipatory Set: (Ellen and Kaitlyn)

● Boys and girls, today we are going to learn about something very important in
multiplication. It is called the Commutative Property. What is it called? (The
Commutative Property). Yes! It’s a big word but it will be easy for you to understand. To
help you to learn this concept, we’ll demonstrate it for you! We are going to use our
counters to help us with this. If I have 5 groups of 3 counters, what would our equation
look like? (3 x 5). Right! Now, let’s switch the numbers. Let’s say, I have 3 groups of 5
counters. Now what would our equation look like? (5 x 3). Yes! If I have these two
equations (show both to students), would I get the same answer? (yes). The
commutative property means that no matter what order we put the numbers in for a
multiplication problem, the answer will always come out the same. Let’s learn about this
some more.

Instructional Inputs:
● Set expectations as part of inputs. Let students know and understand what is expected
● The critical inputs necessary for students to understand the lesson concepts or prepare
them for modeling
● Plan questions to insure higher order thinking

Modeling: (Ellen)
● I’m going to use the counters to make a problem. Should I use repeated addition to
solve this or an array? (children give response, assuming) Alright, I’ll use an array!
● I have the number… (pull out number, assuming) 4! (write down 4, then times symbol)
and then I have the number… (pull out number, assuming) 5! (write down 5, then equals
symbol) My problem is 4 times 5 equals something.
● I’ll start with my rows (draw four rows), then I’ll add my columns (draw columns) and I’ll
fill in all the rest. Here it is! And my solution to four times five equals... (count it up) 20!
● Now, I’m going to do something crazy. I’m going to switch these numbers around!
(erase and rewrite) Now, my problem is 5 times 4 equals something.
 ● I’ll start with my rows (draw number for rows) and then I’ll add my columns (add
number for columns), I’ll fill in the rest. Here it is! And my solution to five times four
equals…. (count them up) 20!
● Oh my goodness, it’s the same answer as the first problem! I switched the order of the
numbers, but it still had the same answer. This is called the Commutative property. This
means that, when you’re multiplying number, the order doesn’t matter. The solution
will still be the same.

Guided Practice: (Kaitlyn)

● First time
o Give me a number between 2 and 9. Student gives number, write on whiteboard.
o Give me another number between 2 and 9. Student gives another number, write
on whiteboard.
o Alright. So we have two numbers. We have __ and __. We are going to solve this
problem using the Commutative Property.
o First, I am going to start with __. This number will represent the number of
groups we have. (draw the number of groups) So how many groups do we have?
Students respond with first number given
o Yes! Next, I am going to use __. This will represent the number of items in each
group. (draw the number of items) How many items in each group are there?
Students respond with second number given
o Yes! So we have __ groups times __ items in each group. (write out the equation
based on the groups and items in each group) And that’s what our equation
looks like. __ times __ equals __. Looking at our drawing, what’s the solution to
our problem? (They give the answer)
o Yes! Now, let’s try it again.
● Second time
o We are going to use the same
numbers as before but we are going to switch them. This time, we are going to
use the number we used for the number of groups as the number of items in each
group. And we will use the number that was used for the number of items in each
group as the number of groups.
o So, we have __ number of groups, and __ number of items in each group.
o Let’s write our equation out first this time. Add a times sign between the
numbers and an equal sign afterward. __ times __ equals __.
o Alright. We have our two numbers, our equation. We have __ and __. Do you
remember what we do first? Use the first number to draw the number of groups.
o Yes! Now what do we do? Use the second number to draw the number of items
in each group
 o And here is our drawing, with __ groups and __ items in each group, or __ times
__ equals. Looking at our drawing, what’s the solution to our problem? They give
the answer.
o So we can see from both times we did this, that order doesn’t matter when we
are multiplying numbers. This is called what? The Commutative Property.
o Yes! Now, we’d like to see you all try it by yourselves.

Independent practice/application:
● Find partner-We will give them cards with multiplication equations written on them.
Then, we will ask them to find the other person with their matching card.
● Matching game-We will have a matching game for them to play. Half of the cards will
have multiplication equations and the other half will have the solution. This will help
them build their knowledge of basic multiplication facts.
● Flash cards: Help build knowledge of basic multiplication facts.

Closure: (Ellen and Kaitlyn)

● So, what did we learn about today? The Commutative Property
● What is the Commutative Property? The order of numbers does not matter when we
multiply numbers together.
● So, if I have a this multiplication problem: 4 x 6, would I get the same answer if I
switched the numbers like this: 6 x 4? Yes, because in the Commutative property, the
order of the numbers does not matter.