Name: Stephan de la Rosa

School Site: Raymond Case

Lesson Title/Subject: Multiply with 2 and 4

Grade: 3rd
Content Standard(s): 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.
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective: BTEOTL, SWBAT (A) apply (B/4) multiply
numbers by 2s and 4s (C) by their knowledge of skip counting by 2 and
adding same numbers/doubling (D).

Describe Assessment Tool and Criteria

How will you CFU? SWBAT demonstrate they can
solve multiplication sentences with a 2 or 4 with any
and all of the following methods.
What and how will you assess during
collaboration? SWBAT double, add same numbers, &
multiply by 2 to find products when a factor is 2 or 4

Social Skill Objective: Attentive Listening

How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.?
Brick Words:
Which language demand(s) will you need to teach in order to achieve
the content objective? (Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during independent

learning? n/a
What and how will you assess the social skill during
collaboration? I will check if they are giving each
other eye contact and listening to partners when the
other is talking.
How will you CFU?
What and how will you assess during
collaboration?
What and how will you assess during independent
learning?
How will you CFU?
What and how will you assess during
collaboration?
What and how will you assess during independent
learning?

Cohesiveness/Continuity
We use their established knowledge of skip counting by 2s and multiplying to show them that we can
interchange multiplying by 2 with doubling and adding same numbers.
Materials
Double, product, factors, equal groups, costumes,

Lesson Implementation
Focus Lesson
Hook o Sometimes, 2 of something is better than having just 1, right? Whats something that youd like
to double?
o Have you
heard of the word double before? (volunteer) What does it mean?
o So when I say add doubles, it means that I want you to multiply it by 2.
Objectives are stated in student friendly language o Today well (A) be multiplying (B) with the factors 2 and 4 (C) by drawing a picture, counting
by 2s, or using doubles (D).
Clear explanation of purpose and relevance
o We double things all the time, when do you or an adult needs to double something? (pair/share)
Building Background

o Links explicitly made between past learning and new concepts

a. They have been counting by 2s among other numbers so this will tie directly into what
they know well. Double is just adding the number to itself, also an established concept
o Concepts explicitly linked to students background experiences
a. If theyve ever needed to double a batch of cookies following a recipe, or bought 2 of the
same item and had to figure price, theyve doubled things all of the time! How many
people are playing the card game? Normally 3 but now 6? Double it!
o Key vocabulary emphasized (e.g. introd, written, repeated, and highlighted for students to see)
a. The words double, multiply, product, factors, and equal groups will be used throughout
after introducing and defining them.
Modeling of the new learning (think aloud and/or demonstration)
What strategy will you use to model? Will you use think aloud, demonstration, pictures, or any other
technique of the visual nature? Please write which strategy you will be using:
I will use pictures of model groups, write equal addition sentences and show how multiplying
by 4 uses multiplying by 2 no matter what the other factor is.

Guided Instruction
Activity 1
CFU of Content: How can you decide whether to count by 2s or double?
Count by 2s when there are groups of 2 and double when there are 2 equal groups
1. {Read prompt altogether}
2. {Underline key Numbers}
3. Why is the first factor in the multiplication number sentence going to be 2?
a. The first number is the number of equal groups
4. Why can you use multiplication to find the total?
a. There are equal groups being combined
5. {Read Multiplying is altogether}
6. So, were trying to find 2 times 3
7. First were going to draw a model, we have two students, and how many costumes per student?
a. 3 costumes
8. Now well do Think; 2 equal groups of 3, if we can write an addition sentence for this, what would
it be?
a. 3 + 3

b. Which equals 6
9. Finally, Ill write our problem as a multiplication sentence. Can anyone tell me what our
multiplication sentence will be? (pair/share)
a. 2 x 3 = 6
10. How did you both come up with that?
a. The 2 is the number of equal groups
b. The 3 is the number of how many in each group
c. The 6 is our product, or how many in all
11. {write} So, the 2 students have 6 costumes in all.
12. {Work on Blue Box questions}
13. Now everyone work on Try This! Youll be finding a multiplication sentence that equals the
number on the far right end, and then youll need to find the number that finishes the addition
sentence to get the same answer. Look for any patterns.
14. What do you notice about the product when you multiply by 2?
a. Its double / its even
Activity 2
15. {Read altogether}
16. {Underline key Numbers}
17. Our number of groups? Our number of objects in each group?
a. 4 / 2
18. How do you know which number tells how many jumps on the number line?
a. Since there are 4 students, I would have 4 jumps on the number line
19. On the number line, were going to jump 4 times by 2s {demonstrate}
20. {Read and write Answer}
21. {write} How can you decide whether to count by 2s or double?
a. Count by 2s when there are groups of 2 and double when there are 2 equal groups
22. Lets do the example, {Read altogether} Ill show you how.
23. Whats 2 x 5? Its 10, so lets draw a model of that.
24. Now, just double the product (and the number of groups in our model). Our answer is now 20!
25. How can you use a 2s fact to find 4 x 6?
a. I can find 2 x 6, then double the product. 12 + 12 = 24
26. Now work on Share and Show
27. {afterwards} Math Talk box

Explicit Teaching of Social Skill and Activity

I will remind the students of the attentive listening I asked for them to do after modeling it. They are to
listen attentively to each other during collaboration.

Collaboration
Ill have them work together on the multiplication problem in Activity 1, and theyll need to tell me what
each number represents to show they understood how to make a multiplication problem.

Student Reflection
Social
I will ask for hands of yes and no shaking, if they and their partner were able to come up with the same
multiplication problem.
Content
What happens when I have the multiplication sentence 2 x 5? (pair/share)
What happens when I have the multiplication sentence 4 x 7? (pair/share)
Process
What if, for 4 x 7, we doubled 7 first and then multiplied the sum by 2?

Independent Learning

This was not used in this lesson, the focus was on collaboration and understanding that multiplying by 2
and doubling will give us the same answer.
MAKE SURE TO INCLUDE THE FOLLOWING EMBEDDED IN THE LESSON:
Clear expectation of behaviors for different tasks
Use of higher order thinking skills