Goals:

C.O. SWBAT interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7
objects each.
C.O. SWBAT 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.
C.O. SWBAT understand division as an unknown-factor problem.
L.O. I can create an array.
L.O. I can solve a multiplication equation by using repeating addition and/or an array.
L.O. I can solve division problems by finding the unknown in multiplication.
L.O. I can model the distributive property with arrays to decompose units as a strategy to multiply.
Access Prior Knowledge:
Practice counting by 2's forward and backward to 20.
Practice counting by 4's forward and backward to 40.
Tell students that they are going to have 60 seconds to do as many problems as they can.
Give students Sprint A turned upside down.
After 1 minute have students circle the last number that was completed.
Orally grade papers by having students circle the answers that are incorrect and fist bumping the correct answers.
Have students write number of correct answers on top of page.
Have students set a goal based on number correct. (goal should be 1 more than previous)
(If necessary, give students one more minute to continue working on sprint A)
Repeat with Sprint B.
New Information:
Tell students that they will "visualize" in order to draw their diagrams.
Application:
-Use Smart Notebook Doc: Lesson 14
Project a tape diagram partitioned into 5 equal units, drawing 2 stars in the first unit.
Ask: What is the value of each unit? (2 stars) How many units are there? (5 units)
Write a multiplication sentence.
Repeat with 4X3=12, 8 divided by 4=2, and 15 divided by 3 =5.
Problem 2:
Say: Jackie buys 21 pizzas for a party. She places 3 pizzas on each table. How many tables are there?
Have students draw a tape diagram, labels, division sentence, and answer.
Discuss results.

Say: Let's count to 40 using the array. Hum the number you count as you point to each dot. Say the number for the last do
and write it on the row.
Give students a multiplication problem. Have them use their arrays to solve.
Repeat with saying the answer and the students say the equation.

Draw a tape diagram that represents the number of groups shown on the array template.
How many groups? (10) How many objects? (4)
Have students draw and label the diagram.
Have students skip count to find the total.
Write a multiplication equation.
Repeat using 7X4 and 4X5.
Have students complete Lesson 14 problem set 3.1
Generalize:
What did you skip count by to solve problem #3? #4? How/why are they different?
Have students complete exit slip.
Kagan:
Shoulder/Face partners
Showdown
Materials:
Smart Notebook Doc.
Whiteboard/Markers
Tiles/Counters
Lesson 14 Problem Set 3.1
Assessment:
Have students complete exit slip. (Use these to determine if students are ready to move on or need reteaching).
CCSD regulation 6122 outlines minimum expectations for lesson plans including the lesson objective,
procedures, materials, grouping, and assessment.
Please check with your site administration for lesson planning expectations specific to your school site.
Related Standards/Course Objectives:

X 3.OA.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. (See Glossary,
Table 2.)

X SMP #4 - Model with mathematics.

X SMP #7 - Look for and make use of structure.

X 3.OA.B.6 - Understand division as an unknown-factor problem. For example, find 32 8 by

finding the number that makes 32 when multiplied by 8.

X 3.OA.B.5 - Apply properties of operations as strategies to multiply and divide. Examples: If 6

4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5
2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative

property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 +

2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms
for these properties.)

X 3.OA.A.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the

number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8 objects each. For
example, describe a context in which a number of shares or a number of groups can be
expressed as 56 8.

X 3.OA.A.4 - Determine the unknown whole number in a multiplication or division equation

relating three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 x? = 48, 5 = 3, 6 x 6 =?

X 3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.

X SMP #8 - Look for and express regularity in repeated reasoning.

X SMP #5 - Use appropriate tools strategically.

X SMP #2 - Reason abstractly and quantitatively.

Below is a screenshot of the application problem. I used Smart Notebook to do this lesson. Students
really seemed engaged! Everyone wanted to go to the board to complete the given problems. I still use
Smart Notebook lessons, I have incorporated it into all subject areas.
Before

After