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Johnathan M.

Hanic

Lesson One
GRADE/CLASS: 3rd
SUBJECT AREA: Interpret products of whole numbers
UNIT TOPIC: Multiplication of Equal Groups

Desired learning outcomes:

Students will recognize and use multiplication as a means to determine the total
number of objects when there is a specific number of groups with the same number of
objects in the group.

Students will understand that the multiplication symbol X means groups of and
problems such as 4 X 6 refer to four groups of six.

Students will know that the answer to a multiplication problem is called the product.

Essential question from learning objective:

How can I use multiplication to determine the total number of a group?

Common Core Objective


CCSS 3.OA.A1
Interpret products of whole numbers, e.g., interpret 4 6 as the total number of objects in
4 groups of 6 objects each. For example, describe a context in which a total number of
objects can be expressed as 4 6.

Learner prior knowledge/learner background experiences:

Ability to add and subtract at grade appropriate level

Comprehension of the application of multiplication as an extension of addition


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Johnathan M. Hanic

Working knowledge of classroom technology, i.e., calculators and computers

Materials and resources needed

Twenty-four apples

Four bags

A jar of quarters

Pencils, erasers and blank paper

Student math journals

Multiplication practice worksheets

Teaching strategies

Anticipatory strategies (background knowledge)

Standing beside a large table in front of the whole class, place a basket of twenty-four
apples and four empty clear plastic bags on the table. Ask the class to guess how many
apples are in the basket. Ask them to count with you as you hold up each plastic bag, one
at a time. Place a clear jar filled with quarters on the table. Request a student volunteer to
come and stand next to you. Tell the class that the volunteer will be helping to teach the
lesson. Let the students know that the two of you are going to divide the apples into all
four bags and that as a whole class we will have to determine how many apples are in
each bag. Tell them that we will also be using money to buy the apples and each student
will receive a certain amount to make a purchase. Explain that we will be using
multiplication to make our determinations and after practicing with apples and quarters,
we will use our math journals and worksheets to continue the improvement of our
understanding.

Developmental strategies
After placing six apples in each of the four bags, ask your volunteer to hold up each bag
of apples and ask the entire class how many apples are in the bag. The teacher will then
ask the class how many apples are in two bags when added together (6+6). Remind the
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Johnathan M. Hanic

students that the mathematical symbol + means to add. Now ask the class if there are
six apples in each of the two bags, what the total number of apples is when we multiply
(6 X 2). Do the same with the third and fourth bag. Tell the class that the mathematical
symbol X means to multiply. The class will work together to determine the number
of apples in the bags, first by addition and then by multiplication. The volunteer will go
to the dry-erase board and write out the equations and answers with the class vocally
assisting from their seats.
After returning the apples to the basket, students will be given the quarters from the jar.
Each will receive a differing amount. No one should receive less than fifty cents. The
class will be told that they are to individually determine how many apples they can buy if
each apple costs one quarter (twenty-five cents). Each student will be given a blank piece
of paper by the volunteer and then return to her/his seat. The class will be instructed to
first determine the amount of apples that they can purchase by using addition. After the
completion of the addition, students will be asked to determine the amount of apples they
can purchase by using multiplication. They are to make their calculations by using the
blank pieces of paper. The teacher will circulate among the students, assessing and
assisting students as they work out their individual equations. Each student will be asked
to reveal how much money they have and how many apples they are able to purchase.
After each students answer is correctly given, they will be invited to come forward, place
their quarters back into the jar and take an apple, if they wish, from the basket to eat later.

Concluding strategies
Students will be asked to write in their math journals a personal and brief explanation of
how multiplication is used. Lead the class with this or a similar thought: Multiplication
is really nothing more than repeated addition - Each student will be asked to conclude
their journal entry with the creation of three of their own multiplication problems and
answers. Once the journal entries are complete, each student will receive a multiplication
worksheet to provide a formal mode of assessment

Johnathan M. Hanic

Assessment

Determining as a group and as individuals the results of adding and multiplying the
amount of apples in the bags and how many apples each may purchase with the
money they received.

Student journals will be collected and checked for content and correctness of the
student-generated multiplication problems and answers.

Student multiplication worksheets will be collected and graded for accuracy.

Wrap-up and reflection by students


Students share their individual insights of the EQ with the entire class.
Ask each student to go to the board and write out one of their own personally created
multiplication problems and survey the class for the correct answer.

Reflection by the teacher


The teacher will distinctly explain the necessary role of addition and multiplication in
life outside of school and how there is a bridge between the two. Through the work
conducted by students within the classroom (teacher observation) and the personal
math journal entries (self-assessment) along with the completion of the multiplication
worksheets (formal assessment), the teacher should have modeled the appropriate
skills to students. The stage should be set for the following lesson(s) on subtraction
and division.

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