Multiplication: Just the Facts, Maam

Mary Ebejer

EDG 630 - 01
Teaching Mathematics K- 8
November 30, 2010
 Table of Contents

Introduction ......................................................................................................................................... 3

Unit Standards (GLCEs) ....................................................................................................................... 3

Big Ideas............................................................................................................................................ 4

Assessments......................................................................................................................................... 5

Lessons: 1: Multiplication Illustration ................................................................................ 6

2: Fish Bowl ............................................................................................................ 8

3: Groupings All Around Us ................................................................................ 11

4: Game: Circle and Stars.................................................................................... 17

5: Creating Multiplication Tables....................................................................... 20

6: Billy Wins a Shopping Spree! ......................................................................... 29

References ......................................................................................................................................... 31

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 Introduction

This third and fourth grade math unit explores the various meanings and representations of
multiplication as repeated addition. The lessons in this unit rely on extensive use of
manipulatives, as well as math songs and games and art activities to help students identify
situations when multiplication would be useful, to reinforce their learning and to improve
recall speed for multiplication facts.

Many of the activities in the unit involve cooperative learning in pairs, small groups and as a class
as a whole. Students should see their classroom as a place where cooperation and collaboration
are valued and expected. It respects the principle that interaction fosters learning and that
cooperative group work is basic the classroom culture.

Unit Standards

3 Multiply and divide whole numbers

3.N.MR.03.09 Use multiplication and division fact families to understand the inverse relationship
of these two operations, e.g., because 3 x 8 = 24, we know that 24 8 = 3 or 24 3 = 8; express a
multiplication statement as an equivalent division statement.

3.N.MR.03.10 Recognize situations that can be solved using multiplication and division including
finding "How many groups?" and "How many in a group?" and write mathematical statements to
represent those situations.

3.N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using multiplication and
division relationships.

3.N.MR.03.12 Find solutions to open sentences, such as 7 x = 42 or 12 = 4, using the

inverse relationship between multiplication and division.

3
 Big Ideas

Lesson 1: Multiplication Illustration

Kick--off lesson using M&Ms.

Lesson 2: Fish Bowl

Multiplication is repeated addition.

Lesson 3: Groupings All Around Us

Multiplication is a quick way to figure out how many you have
altogether of something when things come in groups.

Lesson 4: Circle and Stars Game

Students see multiplication as the combining of equal-size groups that
can be represented with a multiplication equation.

Lesson 5: Creating Multiplication Tables

Students create personal laminated multiplication tables as they
learn to recognize both the geometry and patterns inherent in
multiplication.

Lesson 6: Billy Wins a Shopping Spree!

We use multiplication everyday to solve real--world problems.

Unit Songs: Multiplication songs

Introduce in morning playing a recording. During transition periods play songs.
Teach song at end of math lesson of the day. Each student has book of songs. Sing
song at closing.

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 Unit Assessments

Teacher observation of class work, combined with evaluation of Student Portfolio and Math Journal
Entries to serve as assessments of student understanding of multiplication, both its meaning and
real-world uses.

Formative: Periodic Math Journal Entries

Group Work and Class Discussion Observations

Summative: Student Portfolios

Final Math Journal Entry

What I now know about multiplication.

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 Lesson 1: Introduction to Multiplication

Introduction: Students will discuss and write about their current understanding of
multiplication before we begin the unit of study. Recognize situations that can be
solved using multiplication and division including finding "How many groups?" and
Grade Level
"How many in a group?" and write mathematical statements to represent those
Third and Fourth situations.

Preparation: The instructor will pass out a journal to each student. The journal will
Time Needed contain copies of everything that will be used in this unit including handouts,
50 minutes templates, and multiplication charts. The student journals will also contain blank paper
for students to recorded their observations and thoughts as well as to use to generate
any computations that may be needed. In my classroom this journal is comprised of a
Materials two pocket folder that contains brads for binding papers.

Large piece of
Prior to beginning the unit on multiplication, ask the students to respond to this
butcher paper
prompt in their Math Journals:
Marker to record Write what you know about multiplication.
ideas
Their response will serve as a benchmark for their formative assessments for the unit.
A math journal
for each student For this particular lesson, you will need bags of M&M's, jelly beans, or some other
small candy.
M&M's, jelly
beans, and small
GLCE: .N.MR.03.10 Recognize situations that can be solved using multiplication and
candy
division including finding "How many groups?" and "How many in a group?" and write
mathematical statements to represent those situations.
3. N.MR.03.12 Find solutions to open sentences, such as 7 x = 42 or 12 = 4, using
the inverse relationship between multiplication and division.
N.M R.04.14 Solve contextual problems involving whole number multiplication and
division.

Engagement (15 minutes): Teacher led class discussion: Students, open your math
journals to an empty page. As we discuss our ideas about multiplication you may write
down your thoughts, ideas, and observations in the section titled What I Know. Write
whatever you want to about the multiplication, spelling does not matter in this part.
Please dont erase anything you write. Whos ready to begin?
The instructor is to ask a series of questions that follows. Record the answers on the
classroom KWL chart.
1. Has everyone heard about multiplication?
2. Who thinks they know what multiplication is?
3. Who thinks they could explain multiplication?
4. Who knows any multiplication facts?
5. Does anyone know how to solve a problem using more than one multiplication
fact?

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Exploration (20 minutes): M&M multiplication
Using real world story problems to solve multiplication facts
This is a lesson to help students understand the uses of multiplication and practice problem solving
while having fun. You will need bags of M&M's, jelly beans, or some other small candy.

Procedure
1) Students are divided into groups.
2) Give each group a bag of candy.
3) Explain that each group must share their candy with the other groups.
4) Now give each group a different problem to solve. For instance, if you have 5 groups with 4
students in each group tell your first group they must give every group 12 pieces of candy. What is the
multiplication problem that would tell them how many pieces of candy they need? (12 X 5 = 60). Have
them write the problem on the board and explain to the class how they solved their problem.
When each group receives their candy from another group they should write down the problem
needed to show how many pieces of candy each student in the group will receive. (4 Students X ? =
60). At the end of the lesson let the students eat their candy
Teacher lead class discussion
Now we will discuss the section titled What We Want to Know. As we discuss the things we want to
learn about multiplication, you may write down your thoughts and ideas in the section titled What I
Want to Know. Whos ready to begin?
The Instructor will ask for volunteers to tell the class what they hope to find out by studying this unit.
Record the answers on the classroom KWL chart.
Journal Time
Students may record what they hope to learn in their journals.

Explanation (15 minutes): Setting the agenda

The instructor will explain that we are going to be studying multiplication for the next unit: the agenda
for the unit:
Students will bring home their journals daily and record their observations and discoveries
about multiplication in their journal
Students will locate arrays in real life, and either photograph them, draw them, or bring in
examples of them.
Students will create their own examples of multiplication through literature, music, and art.
As we study certain aspects of multiplication, you will record your data and observations in
your journals.
You will occasionally have other assignments that are to be recorded in your journals as well. I
will give you that information when we get to the appropriate lesson.
An instructor led Exploration of the journals:
The instructor will show the students an example of the chart to record multiplication facts.
The instructor will show the students an example of the charts and templates they will use
during this unit. The instructor will remind them that we will not begin the individual lessons
or activities until we have done them as a class.

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 Lesson 2: Fish Bowl

Introduction: This lesson introduces students to the concept of multiplication as

repeated addition of equal sets. First they will work either independently or in pairs to
write and illustrate their solution to a How many are there altogether? problem,
Grade Level taking time to explore their thinking and clarify their understanding. Next, students will
Third and Fourth share their ideas with the class so others can try--on alternate ways of visualizing
solutions to the same problem.

Time Needed Preparation: Prepare ahead of time small packets of Unifix cubes, one color for each
50 minutes work group, three cubes for each student.

GLCE: 3.N.MR.03.10 Recognize situations that can be solved using multiplication and
Materials division including finding "How many groups?" and "How many in a group?" and write
mathematical statements to represent those situations.
Clear container
for fishbowl
Engagement (5 minutes): First divide the class up into even groups of 3-5 students each.
Unifix cube fish Then pass out small bins of Unifix cubes to each group, giving each a single, unique
(One color for color. Next, hold up a clear container (bowl, plastic bin, etc.). Tell the students that its
each work group, a fishbowl and you want each of them to put three fish from their groups bin into
three cubes for the bowl.
each student)
11 x 14 paper Exploration (15 minutes): After discussing how many students put fish into the bowl,
tell the class that you want to see if they can figure out how many are in the bowl
Writing pencils altogether. On the board write:
Colored pencils There are fish in the bowl.
I think this because __________.
Grid paper
(For extension) Tell them they can work in pairs or independently, but they need to explain their
thinking with numbers and words. They can use pictures too if that would help.

Explanation (30 minutes): Reconvene as a group and ask the students to share their
thinking with the class. Acknowledge the different responses by asking thoughtful
questions that extend their thinking and illuminate fuzzy logic.
Students might show some of the following examples (24 students, 6 groups of 4):

a) 1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1+1 (etc) = 72 fish

b) 3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3+3 = 72 fish

c) 3+3+3+3 = 12 red fish 3+3+3+3 = 12 blue fish 3+3+3+3 = 12 green fish

3+3+3+3 = 12 yellow fish 3+3+3+3 = 12 brown 3+3+3+3 = 12 orange fis
Then add 12+12+12+12+12+12 and you get 72 fish!

d) 12 red fish + 12 yellow + 12 blue + 12 brown + 12 green + 12 orange = 72 fish

e) 6 groups of kids x 4 kids in each group x 3 fish for each kid = 72 fish

f) 24 kids x 3 fish each = 72 fish

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This is the time to explicitly make the connection that:

1) You can make groups of like things and add them together.
What kinds of groups do we see here? 72 fish 1 time. 3 fish 24 times. 6 groups of three fish added
together. 12 groups of fish 6 times.

2) Adding up groups of things is quicker and easier than adding up singletons (a and b).
For those of you who added each fish by itself up to 72 and those who added 3 fish 24 times, did
you have any problems with your strategy? Do any other strategies look easier or faster?

3) Multiplication is repeated addition of similar sized groups of things (c and d).

Who can explain what I mean by, multiplication is repeated addition?

4) Multiplication is commutative like addition, that is 2x4 = 4x2 = 8.

On the board write:
12 = 3 x 4 = 4 x 3 = 12
Who can explain what I mean by, multiplication is commutative?

5) You can group like numbers of things and add them to groups with larger or smaller numbers.
Can you figure out how many fish there would be if there were 5 students in the green and orange
fish groups?
Sample answer:
3+3+3+3 = 12 red fish 3+3+3+3 = 12 blue fish 3+3+3+3+3 = 15 green fish
3+3+3+3 = 12 yellow fish 3+3+3+3 = 12 brown fish 3+3+3+3+3 = 15 orange fish
12 x 4 = 48 fish and 15 x 2 = 30 fish
48 fish + 30 fish = 78 fish!

What if there were 8 students had red and 8 had yellow fish, 5 had blue and 5 had brown fish and
only 3 students had green and 3 had orange?
Sample answer:
3+3+3+3 = 12 red fish 3+3+3+3+3 = 15 blue fish 3+3+3 = 9 green fish
3+3+3+3 = 12 yellow fish 3+3+3+3+3 = 15 brown fish 3+3+3 = 9 orange fish
12 x 2 = 24 fish and 15 x 2 = 30 fish and 9 x 2 = 18 fish
24 fish + 30 fish + 18 fish = 72 fish!

Hey, thats interesting. Thats the same amount as we had the first time! Who knows why?
6) Multiplying groups of things is even quicker and easier when you learn your math facts!

3 red x 4 kids = 12 red fish 3 blue x 4 kids = 12 blue fish 3 green x 4 kids = 12 green fish
3 yellow x 4 kids = 12 yellow fish 3 brown x 4 kids = 12 brown fish 3 orange x 4 kids = 12 orange fish
And 12 fish x 6 groups = 72 fish!

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 Theres one way thats even faster. Can anyone see it? 3 fish x 24 kids = 72 fish!

Do you think you could make similar groups for the other examples? Sure you could.
Who wants to show us how?

Invite at least two students come to the board and show their thinking. Ask the rest of the
class if they agree. Be sure to ask them to explain their thinking if they head down the
wrong path. Others in the class who may have gone there too will benefit.

Extension: Pass out grid paper and ask the students to represent their thinking in colorful arrays. Ask
them to write a number sentence that means the same thing as their array. Ask for volunteers to
explain their work. Ask thoughtful questions that extend their thinking and illuminate fuzzy logic.

Evaluation: Monitor students oral and written responses to assess understanding of multiplication as
repeated addition. Collect written responses as formative assessment.

Reference: Burns, M. (1995). Writing in Math Class: A Resource for Grades 2-8. Sausalito, CA: Math
Solutions.

10
 Lesson 3: Groupings All Around Us

Introduction: This lesson introduces students to the concept of Multiplication is a

quick way to figure out how many you have altogether of something when things come
in groups. First the class will work collaboratively brainstorming a list of objects in the
Grade Level world that always occur in groups of 2, 3, 4 12 and solving made up problems to find
Third and Fourth how many?. Next, students will work in small groups creating and solving their own
made up problems. Finally, each group will share their ideas with the class so others can
try--on alternate ways of visualizing solutions to multiplication problems.
Time Needed
50 minutes Preparation: Prior to beginning the lesson, determine how the class will be divided up
into groups of 3-5 students each. Have sufficient newsprint for each group to have one
piece. Also, be prepared to record lists generated by the class as a whole on newsprint
Materials posted on the wall, chart paper on an easel or on the white board. For the extension
activity, each student will also need a piece of paper on which to write and illustrate a
Newsprint (One
sample multiplication problem.
piece for each
work group)
GLCE: 3.N.MR.03.10 Recognize situations that can be solved using multiplication and
Drawing paper division including finding "How many groups?" and "How many in a group?" and write
(At least one for mathematical statements to represent those situations.
each student)
3.N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using
11 x 14 paper multiplication and division relationships.
Writing pencils
Engagement (10 minutes): Today we are going to brainstorm what sorts of things that
Colored pencils
come in groups of 2s, 3s, 4s, 5s all the way up to 12s. First were going to list as a class
together examples of things that come in groups of two. Then, were going to break out
into small groups. Each group will continue to brainstorm lists of things that come in
groups of 3s through 12s and record their ideas on a large sheet of paper.

Now, together as a class, brainstorm a list of things that always come in twos, excluding
things that sometimes come in twos. If students are unsure about an item, list it off to
the side to research later. Once you have a good list of items, break up into the smaller
work groups for the students to continue on their own. Be sure to remind them that
since they are not listing groups of 1s and you have already listed groups of 2s
together, each group will be exploring 10 lists total.

Exploration (20 minutes): The first challenge of this activity will arise as the students
figure out how they will work cooperatively to brainstorm and record their groups
lists. Resist the urge to step in, confidently assuring them that they can figure it out for
themselves. The next puzzle will be to figure out how to arrange their thinking on the
large sheet of paper. Again, resist the urge to step in. Use this time to assess the
creativity and uniqueness of each students thinking, as well as the students ability to
cooperatively problem solve in a group setting.

Explanation (20 minutes): Once all the groups have completed their lists, its time to
discuss them together as a class.

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 Now well go around the room, group by group. Each group will report just one thing from any one list,
without telling us which list its on. Then the others in the class will have the chance to decide where it
belongs. Once we agree, Ill write it on the board under the correct number. Since youll want to report
something from your list that has not already been suggested, take a few minutes now to have an
alternative in case the one you chose has already been mentioned.

This part of the activity will involve group thinking and discernment. Some items will be obvious, legs
on a dog and cans in a six-pack, for example; others may not be, such as legs on a stool or points on a star.
You will need to talk this through problem together. Someone may suggest something that makes no
sense. Others may be very creative, so be sure to ask students to explain their thinking. For example, a
group my say four holes in a shirt, then offer they were thinking of the one for the neck, at the
bottom and for each sleeve!

Extension: These lists are a rich resource for generating problems that students can solve. Start by
creating problems and linking them to their proper multiplication sentences.
1) For example, ask: How many cans of Coke are in three six packs?
If the students are able, have them tell you what sentence to write. If not, you write 3 x 6 = 18 on
the board. Then ask: What does the 6 tell us? What does the 3 tell us? What does the 18 tell us?
How do you know that 18 is correct?
2) Another activity would be to have students to write and illustrate multiplication problems for
others to solve. They can write the problem out in words with an illustration on one side of the
paper, then turn it over and write the complete multiplication sentence on the other side. That
way, children can read each others problem, solve them, and check their solutions. Challenge
students to see how many ways they can figure out the answer. Then ask volunteers to share their
multiplication problems and their thinking for how they solved them.
Its important that the solution is more than the answer that results from the multiplication; it is the
entire multiplication sentence. The emphasis is on relating the multiplication sentence to the problem
situation to develop childrens understanding.
3) Another extension activity would be to generate charts from the lists of 12 multiples. For example:

People Eyes Multiplication Sentence

1 2 1x2=2
2 4 2x2=4
3 6 3x2=6
(etc.) (etc.) (etc.)

Evaluation: Monitor students oral and written responses to assess understanding of multiplication as a
quick way to figure out how many you have altogether of something when things come in groups, as
well as their ability to work in groups effectively together. Collect written responses as formative
assessment. Use extensions to challenge students who already have a basic understanding of
multiplication or to provide additional practice to students who need help clarifying their understanding.

Reference: Burns, M. (1987). A Collection of Math Lessons: From Grades 3 through 6. Sausalito, CA: Math
Solutions.

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 Lesson 4: Circles and Stars Game

Introduction: Through this game, students learn to see multiplication as the combining
of equal-size groups that can be represented with a multiplication equation.

Grade Level Preparation: Divide the class up into groups of two to four students and distribute
Third and Fourth materials accordingly.

GLCE: 3.N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using
Time Needed multiplication and division relationships.
50 minutes
Engagement (10 minutes): Invite the children to fold their pieces of paper in half, then
in half again, creating four quadrants on each side. Explain the rules of the game.
Materials 1. The first player starts the first round by rolling the die. This number is the amount of
One six-sided die circles he/she will draw in the first square on his/her paper. It is also the first
(One die per number in his/her multiplication problem.
group of 2-4
2. The player rolls the die again. This number is the amount of stars he/she will draw in
students)
each circle in that first square. It is also the second number in his/her multiplication
Three 8 x 11 problem.
sheet of paper
3. Now the player writes the two numbers and the answer in a multiplication sentence
for each student
right below the circles and stars.
Writing pencils
4. Each player takes a turn until the group has repeated filled in all eight squares on
12-sided dice their score sheets (front and back).
(For extension)
5. Add up all of your answers. Whoever has the most wins the game!
Model how to play the game then invite the class to play one round with guided
practice.

Exploration (15 minutes): The students play several rounds of Circles and Stars.

Explanation (15 minutes): Pose the following questions for students to discuss in small
groups or as a class.
- What is the fewest number of stars you can get in one round? Explain.
- What is the greater number of stars you can get in one round? Explain.
- What other observations did you make as you were playing this game? Explain.
- What numbers did you represent in different ways? Compare with your partner.
Explain.
- I have a die that has a 0. What would you do if your first roll was a zero? Explain.
- What would you do if your first roll was a 5 and your second roll was a zero?
Explain.
Create Class Data Chart. (Prepare before the lesson.) List all numbers 1--36 on a chart

13
 using column format. (Thirty--six is the largest product possible using a six--sided die.)
Select one student to bring up one of his/her recording sheet. Together model how to use tally marks
to record the students scores for each round on the Class Data Chart. Then invite the groups to come
up and record their scores from all of their games on the Class Data Chart. Suggest that if one partner
reads each score, the other partner can record tally marks.
Discuss the data. After all students have played several games and recorded their products for each
round on the class chart, engage students in conversation about the data chart, asking questions like:
- Why did I write the numbers 1--36 on the chart?
- Are there numbers that are impossible using a 1--6 die? Explain.
- Why do some numbers have more tally marks than other numbers? Explain.
- What are the ways to get 2 as an answer? Ways for 6? Ways for 12? (Students might think about
this with a partner or in small groups. Record equations.)
- Which number(s) 1-36 has the most combinations using two 1-6 dice? What numbers can I skip
count by to say this number? (Relate numbers on dice to factors in multiplication equations.
- You can skip count by both factors to figure out the product. Is this always true? (Ask students to
test this idea. Some may want to test larger numbers.)
- Is there a product that can only be represented one way? Why? Explain.
- What other observations do you notice about the data?
- How might this data be useful for thinking about multiplication combinations (facts)?

Extension: Invite those looking for a challenge to:

1. Change the die to a higher number sided die (e.g. 12 sided) to make the multiplication problems
more difficult.
2. Use two dice at the same time and choose which order to put them in for your circles and stars.
Commutative property of multiplication rule says you get the same answer no matter what order.
3. Write the fact family for each problem you roll to practice multiplication and division sentences.
Example: 3 x 4 = 12 4 x 3 = 12 12 3 = 4 12 4 = 3

Evaluation: Monitor students oral and written responses to assess understanding of multiplication as
repeated addition. Collect score sheets for formative assessment.

Reference: Cleveland County Schools. http://tinyurl.com/circlesandstarsdirections. Accessed November 26,

2010. (Adapted from Math by All Means; Multiplication Grade 3 by Marilyn Burns.)

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 Circles and Stars Multiplication Game
Mary Ebejer and Becki West

Objective
Students will be able to form simple multiplication problems using 1 die by grouping them
in circles and using stars to represent the numbers then multiplying them to find the
product.

Materials Needed
**
1 Die (6 sided)
Paper
Pencil
2 x 4 = 8
Directions
1. Fold the paper into separate sections, usually four squares on front and four on back.
2. The first player starts the first round by rolling the die. This number is the amount of
circles he/she will draw in the first square on his/her score sheet. It is also the firs t
number in his/her multiplication problem.
3. The first player rolls the die again. This number is the amount of stars he/she will draw
in each circle in that first square. It is also the second number in his/her multiplication
problem.
4. Now the player writes the two numbers and the answer in a multiplication sentence
right below the circles and stars.
5. Each player takes a turn until the group has filled in all eight squares on their score
sheets (front and back).
6. Add up all of your answers. Whoever has the most wins the game!

Challenges
1. Change the die to a higher number sided die (e.g. 12 sided) to make the multiplication
problems more difficult.
2. Use two dice at the same time and choose which order to put them in for your circles
and stars. Commutative property of multiplication rule says you get the same answer
no matter what order.
3. Write the fact family for each problem you roll to practice multiplication and division
sentences.
Example: 3 x 4 = 12 4 x 3 = 12 12 3 = 4 12 4 = 3

From: http://tinyurl.com/circlesandstarsgame. Accessed November 26, 2010. (Variation on Marilyn Burn:

Circles and Stars. Math By All Means. 1991 The Math Solution Publications.)

15
 Lesson 5: Creating Multiplication Tables

Introduction: In this 5-day lesson, students will create arrays for multiplication
fact families 0-12 and cleverly transfer them to create a multiplication table to
laminate for their own personal use.
Grade Level
Third and Fourth Preparation: Prior to beginning the lesson, ask students to respond to this prompt in
their math journals:
Write what you know about the 0-12 multiplication table.
Time Needed Their response will serve as a benchmark for their formative assessments.
5 days
50 minutes/day GLCE: 3.N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using
multiplication and division relationships.

Materials DAY ONE: MAKING RECTANGLES

For each group:
Engagement (10 minutes): Divide the class up into groups of four students. Invite
24 1 square tiles
one person from each group to come up and count out 25 tiles and bring them back
to their group.
For each student:
8 x 11 paper Exploration (40 minutes): Each group will have 25 tiles. I would like you to work with
ruled with a partner in your group for this first task. (A group of three will work if there is an odd
squares (stack of number.) I want you and your partner to take 12 tiles and arrange them into a solid
extras on hand) rectangle. Your rectangle should be all filled in completely. Dont use the tiles just to
Writing pencils outline a rectangle.
Colored pencils Students create their rectangles.
Scissors Look at your groups rectangles. Raise your hand if both the rectangles are the same.
Rectangles Now raise your hand if your rectangles are different.
Worksheet Some may not raise their hands at all because they have the same shape but a
different orientation, e.g. 6x2 and 2x6 or 4x3 and 3x4. Ask the students to describe
their rectangles so you can draw them on the board. Show that the rectangles are
the same dimension, just in a different position, so they are the same.
Rectangles that are the same shape and orientation but used different colors are also
the same.
Have a member from each group come up and draw their rectangle on the board
until all factors of 12 are represented (1x12; 2x6; 3x4). Ask them to write 12 on
each rectangle.
Lets try another number. This time, work as a group instead of with a partner. See if
you can find all the ways to build rectangles with sixteen tiles. Draw each rectangle
you find on the grid paper, write 16 inside, and cut it out. If you finish that and others
are still working, do the same for the number 7. (Write 16 and 7 on the board.)
If anyone asks, a 4x4 square counts because a square is a rectangle.
Once youre sure everyone understands the directions, they can continue making
rectangles for numbers 1-25. Suggest that they continue using the tiles if that helps.

16
Draw each rectangle you find on the grid paper, write the number on it and cut it out. You will be
cutting out a lot of rectangles so draw them close together to conserve paper. Also, dont forget
the number 12. We already did it on the board, but you will need to draw and cut out rectangles for
that one too. Also, you will want to figure out a way to keep track of which ones you have finished.
So take a minute to get organized before you begin. Any questions?
(If the paper isnt long enough to cut out the longest rectangles, its okay to tape two pieces
together.)
As the time for the activity runs out, give each group a legal-size envelope. Ask them to put their
names on it and put all of their rectangles inside, as well as any extra paper and scraps of paper
still big enough for more rectangles. Put their envelopes and tiles on the supply table. Tomorrow,
when its time for math, they can get their envelopes, some tiles and paper and continue working.

DAY TWO: FINISH RECTANGLES; BEGIN SUMMARIZING

Engagement (10 minutes): On the board write the numbers 1-12 across the top, with about 6-8
between each. As the groups finish, ask them to organize their rectangles by number. Then ask
one group at a time to come tape their rectangles to the board under the corresponding number.
Be sure to ask if any other group has any other rectangles after each set of rectangles is posted. If
a group is missing a set or two of rectangles, this would be a good time to make them.

Explanation (40 minutes): Distribute Exploring Our Rectangles worksheet to each student and
invite groups to investigate the patterns together.
You can leave the rectangles posted on the board for the next days lesson.

DAY THREE: MAKING OUR MULTIPLICATION TABLES

Engagement (10 minutes): Invite the students to come up to the board to take a good look at al of
the rectangles they have posted. After a few minutes, invite them to sit down on the floor near the
rectangle display and ask them how it went working in groups on their rectangles. (What worked
well? What could have gone better?)

Exploration (40 minutes): Work through each of the questions on the Exploring Our Rectangles
worksheet, listing the answers on the board, discussing the patterns, and giving new vocabulary
when appropriate. For example, for rectangles that have a side with two squares on them, write 2,
4, 6, 8 10. 12, 14, 16, 18, 20, 22, 24.
What do you notice about these numbers? (They skip every other one.)
Who could continue the numbers in this pattern?
What is another name for these numbers? (Even)
These numbers are also multiples of 2 because each can be written as two times something 2
times 2 is 4 (write 2 x 2 = 4).
Other patterns to make note of include multiples of 3, 4 and 5, as well as squares, like 1, 4, 9, 16
and 25. Ones with only one rectangle like 1, 2, 3, 5, 7, 11, 13, 17, 19, 24 are prime.
Next, introduce the idea of transferring their rectangles to a chart.

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Heres what I want you to do next. Ill demonstrate on the board; then youll each do this
individually. Youll use your own sheet of squared paper, but youll share your groups rectangles.
Tape a piece of the squared paper to the board. Take the 3-by-4 rectangle and place it on the
squared paper in the upper left-hand corner. Then lift the lower right-hand corner and write the
number 12 in the square. Explain:
If I drew a rectangle around the 12, I would outline the 3-by-4 rectangle I used to locate the 12.
Now Ill use the same rectangle, but in another position.
Rotate the rectangle and again place it in the upper left-hand corner. Again, lift the lower right-
hand corner and write 12 in the square. Do the same for the 2-by-6 and the 1-by-12 rectangles,
writing 12 in the four additional squares.
Demonstrate the process again using the rectangles for the number 9, showing that rotating the 3-
by3 rectangle doesnt matter since the lower right-hand corner will be the same square either way.
Invite the students to return to their seats and follow this process for each of their rectangles that
would fit on the squared paper. They can use the rest of class to finish.

DAY FOUR: INVESTIGATING PATTERNS ON OUR MULTIPLICATION TABLES

Engagement (10 minutes): Ask students to take a look at their squared paper and the chart they
are creating. Does anyone recognize it?

Exploration (40 minutes): Discuss the patterns in what they have done. Look at rows with patterns
they are familiar with 2s, 5s and 10s. Model how you continue to fill in the rest of each row and
column. Some students may also know the 3s. You can show them how to continue skip counting
using a calculator, pressing 3 then +, then = repeatedly until that row and column are filled in.
Invite the class to go back to their desks and fill in the rest of the numbers themselves. Also tell
them that as they fill in their tables you want them to make note of any special patterns on special
3 x 11 strips of paper.

Explanation (15 minutes): When everyone has finished, post and compare what the students have
found. Some of the patterns will include:
In even numbered rows and columns, all of the products are even numbers.
In the odd numbered rows and columns, the products are odd, even, odd, even, odd, even.
In the 5 row and column, the products end in 5, 0, 5, 0, 5, 0.
For the 10x column, you just have to add a 0.
Everything in the 11 row and column has a double digit.
In the nines row and column, all of the products add up two nine.
Plus many more!

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 DAY FIVE: INVESTIGATING MORE PATTERNS ON OUR MULTIPLICATION TABLES

Engagement (10 minutes): Pass out several sheets of multiplication tables to each student and ask
them to get out their colored pencils or crayons. Tell them that today they are going to investigate
even more patterns on the multiplication table.
Begin by modeling the multiples of 6.
First I need to make a list of the multiples of 6. Read them to me from the 6 row or column of your
multiplication table. (The list will go up to 72.) Now demonstrate how you will cross off the
number 6 wherever it occurs on the chart, then the number 12 wherever it occurs, and so on.
What is the largest number on the 12-by-12 table? (144) So we need to continue the list of
multiples to get as close to 144 as we can. Lets add 6 to 72 to get the next number (and so on).
We could continue adding 6s or we could use a calculator. Do you think we will land exactly on
144? Is 144 a multiple of 6? Invite students to explore their thinking out loud.

Exploration (40 minutes): Now invite the students complete what youve started on the multiples
of 6 chart in their small groups, then the multiples of the ten remaining numbers (2-5 and 7-12)
making sure to use separate charts for each number.
As we did here, youll want to first list the multiples of the number, then color in all of the
multiples of that number on a fresh multiplication table. Be sure to color in every square for that
multiple. For example, for multiples of 6, we crossed off all four 6s that occurred on the chart and
all six 12s. Continue until you have colored in all of the multiple squares and see what patterns
emerge.
As the children work, write the numbers 2-12 on the board leaving room underneath each so
group representatives can post sample charts for discussion when everyone is done.

Explanation (15 minutes): Discuss the students findings during the last 15 minutes of class.
Example questions for their consideration include: What did you notice? Which of the numbers
have just stripes? We colored in the multiples of only two square numbers, 4 and 9. What did you
notice about them?

Evaluation: Monitor students oral and written responses to assess understanding of factor
patterns that emerge on the multiplication table. Also, ask the students to respond to this prompt
in their math journals: What do you know about 7 x 6?

References:
Burns, M. (1987). A Collection of Math Lessons: From Grades 3 Through 6. Sausalito, CA: Math Solutions.
Burns, M. (1991). Math By All Means: Multiplication Grade 3. Sausalito, CA: The Math Solutions Publications.

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 Name

EXPLORING OUR RECTANGLES

1. Which numbers have only one rectangle? List them from smallest to largest.

2. Which rectangles have a side with two squares on them? Write the numbers from
smallest to largest.

3. Which rectangles have a side with three squares on them? Write the numbers from
smallest to largest.

4. Do the same for rectangles with four squares on a side.

5. Do the same for rectangles with five squares on a side.

6. Which numbers have rectangles that are squares? List them from smallest to
largest. How many squares would there be in the net larger square you could
make?

7. What is the smallest number that has two different rectangles? Three different
rectangles? Four?

From A Collection of Math Lessons: From Grades 3 through 6. (c)1987 Math Solutions.

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 Lesson 6: Billy Wins a Shopping Spree!

Introduction: In this lesson, students will solve a real-world problem Billy Wins a
Shopping Spree using their growing knowledge of multiplication, demonstrating
that they understand both the meaning of and practical use for multiplication.
Grade Level
Third and Fourth Preparation: Divide the class up into groups of two to four students and distribute
materials accordingly.

Time Needed GLCE: 3.N.MR.03.09 Use multiplication and division fact families to understand the
50 minutes inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that
24 8 = 3 or 24 3 = 8; express a multiplication statement as an equivalent division
statement.
Materials 3.N.MR.03.10 Recognize situations that can be solved using multiplication and
Copies of Billy division including finding "How many groups?" and "How many in a group?" and
Wins a Shopping write mathematical statements to represent those situations.
Spree
worksheet Engagement (10 minutes): Tell the class that Billy is a fortunate boy who won a $25
shopping spree at the Science Museum Store. They will find a list of the items that
Writing pencils
he can purchase and the price for each item on their worksheet.
Explain that Billy can spend up to $25 on any selection of the listed items. If he
doesnt spend the entire amount, he cant keep the change, instead he will have a
store credit that he can use later. He cant spend more than $25 and cannot use
any other money that he might have or ask his parents for some. They do not
need to calculate any sales tax.
Draw a model of the receipt on the board:

Science Museum Store

Receipt
items @ $3.00 $
items @ $3.00 $
items @ $3.00 $

Total $

Store Credit $

Instead of duplicating blank receipts for the students to fill in, have them prepare
their own. This experience will help them learn how to organize their work on
paper.
They need to record Billys transaction two different ways:
1) In words, describing what he bought, how much each item cost, the total
amount he spent and the amount of any store credit he can use later; and
2) On the receipt that they prepare.

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 Exploration (25 minutes): Invite the students to shop for Billy, writing their transactions both
ways.

Explanation (15 minutes): Use class discussion to have some of the children present different ways
they found to spend exactly $25. This will reinforce the idea that problems can have more than
one solution.

Extension: Find the different combinations of $3, $4 and $5 items that equal exactly $25. When
students search for solutions by trial and error, they get great deal of number practice. Make sure,
however, that they understand the focus on the number of items at a particular price, not the
section of particular items. For example, buying five Koosh balls is the same solution as buying
three Koosh balls, an inflatable world globe, and a dinosaur model kit. In each case, Billy spends
$25 buy buying five items @ $5.

Evaluation: The students written and oral responses will serve as a component of the summative
assessment of their understanding of multiplication, both its meaning and real-world uses.
For their final Math Journal entry for the unit, invite them to respond to the prompt:
What I now know about multiplication.

Reference: Burns, M. (1991). Math By All Means: Multiplication Grade 3. Sausalito, CA: The Math Solutions
Publications.

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References

Burns, M. (1987). A Collection of Math Lessons: From Grades 3 through 6. Sausalito, CA: Math
Solutions.

Burns, M. (1991). Math By All Means: Multiplication Grade 3. Sausalito, CA: The Math Solutions
Publications.

Burns, M. (1995). Writing in Math class: A Resource for Grades 2-8. Sausalito, CA: Math Solutions.

Cleveland County Schools. http://tinyurl.com/circlesandstarsdirections. Accessed November 26,

2010. (Adapted from Marilyn Burn: Math by All Means: Multiplication Grade 3. 1991 The
Math Solution Publications.)

San Marco Unified School District. http://tinyurl.com/circlesandstarsgame. Accessed November

26, 2010. (Adapted from Marilyn Burn: Circles and Stars. Math by All Means:
Multiplication Grade 3. 1991 The Math Solution Publications.)

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