Lesson 4- Cathy

Goals of the Lesson:

a) [CCSS.MATH.CONTENT.3.OA.A.1]
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For
example, describe a context in which a total number of objects can be expressed as 5 7.

b) For students to model and use multiplication to solve word problems.

c) For students to associate addition to multiplication.
d) For students to understand there are multiple strategies when multiplying (repeated addition, array, picture, breakapart).
Steps, Learning Activities
Teachers Questions and Expected Student Reactions
1. Introduction

Teachers Support

Points of Evaluation

In previous lessons students have learned: multiplication

is repeated addition, the Commutative Property of
Multiplication, and how to using arrays to solve word
problems.
Part One:
In the beginning of the introduction, we will have a brief
review of what the students learned in the previous
lesson. Next, students will have the following
worksheet:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

2+2+2=
2+2+2+2+2=
2+2=
2+2+2+2+2+2+2+2+2+2+2+2=
2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2=
2+2+2+2=
2=
2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2=
2+2+2+2+2+2+2+2+2+2=2=

2x3
2x5
2x2
2 x 12
2x6
2x9
2x4
2x1
2x7
2 x 10
2x8
2 x 11

The multiplications on the right side will NOT be

present.
I will then ask students to raise there hands to share
ideas of how we can solve these 12 problems faster and
in an easier manner.

At the end of the lesson we will review this worksheet

again.

Part One:

Part One:

When students have completed

worksheet we will have a brief
discussion.
We just completed this work.
Can someone tell me what we
have been learning in previous
lessons and how this connect to
what we did just a few seconds
ago.
At this time, talk in your table
about ways we can show this in
a faster and easier way. After
write your ideas in your math
journal.

Students should
recognize that it is
repeated addition.
They should be able to
identify that this is the
2s multiplication.

Students should be
brainstorming ideas:
array, repeated
addition, drawings.

Thumbs up if you are done and

a thumbs down if you need
more time to write your ideas
down.
Students should
mention the following:
repea
ted addition
array
drawi

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At this time you may put this

sheet away. We will be looking
at it once again towards the end
of class.

ng (possibly)

Part Two:
Before moving forward we will complete one row of the
Multiplication Strategy Review Sheet
https://www.pinterest.com/pin/514958538615572642/

Remember we are going to be

using the 2s multiplication

Part Three:
Students will watch the following video:
https://www.youtube.com/watch?v=PE_oUqJ41oI

The array, drawing,

repeated addition is not
new to students and
should know how to
complete the chart. If
there is a disconnection
in any section I will be
able to see which
students need
additional help in a
certain area.

Part Three:
Part Three:
Classroom will all be
singing.

2. Posing the Task

Students will use the concept of repeated addition to
solve the following problem.
Problem:
Ms. Davila wants to know how many computers there
are at Blank Elementary. There are 12 classrooms at
Blank Elementary and each classroom has two
computers. Help Ms. Davila figure out how many
computers there are.

I will remind students that they

can use their Multiplication
Strategy Review Sheet or the
following chart will also be
available.

Then, students will be given sheets graph paper. Using

the graph paper the students will create the 2s
multiplication table. On the back side of their graph
paper shape they will write the product.

3. Anticipated Student Responses

Students should write

the problem in math
journal.
As students solve
problem they should
show all their work and
label each part of their
work as well.
Students should be able
to solve problem using
any of the four
strategies shown in the
Multiplication
Strategy Review
Sheet.

I would review with the whole

class the following:

R1: 2+2+2+2+2+2+2+2+2+2+2+2 = 24 [correct]

# of groups x # in each group =
product.
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R2: 2 x 12 = 24 [correct]
R3: 12 x 12 = 24 [ incorrect number sentence; correct
product]

Students who finished early

could review their 2s
flashcards for additional review.

R4: 12 + 2 = 14 [incorrect]

4. Comparing and Discussing

I would have a student with the correct answer and a
student with the incorrect answer come to the board and
have them walk the class through. I would stop and
facilitate in area that need to more attention.
As a class we will review both problems and learn
together.

I will ask for the students to

point to the # of groups and #
in each group.

Students will be
learning from their
peers.
Students will be able to
question and comment
the work their peers
show.

5. Summing up
Students will take out the worksheet completed Part
One of the Introduction. Next to the repeated addition
they will write the 2s multiplication.
1. 2+2+2=
2x3
2. 2+2+2+2+2=
2x5
3. 2+2=
2x2
4. 2+2+2+2+2+2+2+2+2+2+2+2=
2 x 12
5. 2+2+2+2+2+2=
2x6
6. 2+2+2+2+2+2+2+2+2=
2x9
7. 2+2+2+2=
2x4
8. 2 =
2x1
9. 2+2+2+2+2+2+2=
2x7
10. 2+2+2+2+2+2+2+2+2+2=
2 x 10
11. 2+2+2+2+2+2+2+2=
2x8
12. 2+2+2+2+2+2+2+2+2+2=2=
2 x 11
Then, as a table students will discuss and brainstorm a
summary.
Students will write their tables brainstormed summary
and then a classroom/teacher summary.

Student Summary:

Class Summary: Today as a

class we reviewed arrays,
repeated addition,and the
Commutative Property of

Students will share out

brainstormed summary.

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Multiplication. We also
practiced our 2s multiplication
understanding that they are
doubles.
Evaluation
1.
2.
3.
4.

5.

Did students understand that the 2s multiplication table is doubles?

Do students understand # of groups x # in each group = product.?
Were students able to create a correlation between 2+2+2+2= and 2 x 4 and the concept of repeated addition?
What are other ways the 2s can be taught?
What can I do different next time?

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