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Math/Literacy - Multiplication

Standards
Common Core Mathematics Standards Grade 3
3.OA.1 Operations and Algebraic Thinking: Represent and solve problems involving
multiplication and division. Interpret products of whole numbers, e.g., interpret 5 x 7 as
the total number of objects in 5 groups of 7 objects each.
Learning Objectives
I will be able to interpret arrays in pictures
and write multiplication equations to find
the number of objects.

I will understand that multiplication is a
faster way to perform addition.

Assessments
Formative
Observe students interpretations of
products of whole numbers.
Are students able to interpret arrays and
create multiplication equations to quickly
find the total number of items in pictures?
Listen closely to the ideas presented by the
students during the whole group
discussion. What strategies did they use to
find and/or create the arrays?

Summative
Collect their activity sheets at the end of the
lesson to look at how they performed the
tasks. Specifically, check to see if students
were able to interpret the arrays shown in
the pictures and indicate how they came up
with their equations. Also, check to see if
students successfully drew a 4 x 6 array.
Procedures
Read Amanda Beans Amazing Dream (Neuschwander, Woodruff, & Burns, 1998).
Explain arrays as being made up of rows and columns show the image of a
building in their community to help children remember columns.



Discuss the importance of multiplication and how it can be used.
Show image to demonstrate that multiplication is a faster way to count or add.


Ask students to come up with arrays based on the picture of eggs.



Challenge students to arrange themselves in an array without talking to each other.
Show students a picture of their array and ask them to consider how they did
explain that arrays must include straight rows and columns.
Have students complete attached problems on arrays. They can use manipulatives.
When students are finished with the problems, give them a small amount of fruit
loops to make their own arrays with a partner.
Have a whole group discussion on how the students figured out the arrays on the
worksheet and have them share their strategies.
Explain that items do not need to be in the form of arrays in order to be multiplied,
they can be in groups as well.
Close by reminding students that multiplication is a more efficient way of adding
or counting and they can use it everyday just like Amanda Bean.

Materials
Amanda Beans Amazing Dream (Neuschwander, Woodruff, & Burns, 1998), images to
demonstrate columns and arrays, fruit loops, worksheets, pencils



Name___________________________________ Date__________________

Directions: Write two multiplication equations for figuring out the total
number of objects in problems 1-3 below and then write your strategy for
finding the two equations.

1.






2.




3.







4. Draw an array to show 4 x 6.