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Use place value understanding

and properties of operations to


perform multi-digit arithmetic
Title 3.NBT.3
Subject Mathematics
Author Sapphire Johnston
Grade level 3rd
Time duration 45 min (not including 5 min prep time; subsequent times given after each
direction)
Outcomes beyond State Besides demonstrating understanding of state standard content, students
Standards will learn leadership skills while working in a group, show internal thinking
processes visually, and explain reasoning to fellow group members.
State Standards 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range
1090 (e.g., 9 80, 5 60) using strategies based on place value and
properties of operations.
Materials Scratch paper
Understanding 1. Students will understand
a. How to multiply one-digit whole numbers by multiples of
10 in the range 1090 (e.g., 9 80, 5 60) using
strategies based on place value and properties of
operations.
Essential Questions 1. How do you use strategies such as place value and properties of
operations to solve multiplication equations?
Knowledge 1. Students will know
a. How to use strategies based on place value and properties
of operations to solve multiplication equations, including:
i. Partial sums
ii. Partial differences
iii. The Commutative Property of Multiplication
iv. The Associative Property of Multiplication
v. The Distributive Property
vi. The Multiplicative Identity Property
vii. The Multiplicative Inverse Property
Skills 1. Students will be able to
a. Multiply one-digit whole numbers by multiples of 10 in
the range 1090 (e.g., 9 80, 5 60) using strategies
based on place value and properties of operations.
Learning Activities 1. Before class begins (5 min, not included in total)
a. Divide class into groups of four
b. Arrange tables/desks so that each cluster fits four
students
c. Distribute scratch paper to each cluster (1-2
pages/student)
2. Class time
a. Students sit in assigned groups (1 min)
b. Explain to students that they will complete two tasks (2
min)
First Task:
i. Describe the first task (3 min)
There are 6 tables in Mrs. Potter's art classroom. There are 4 students
sitting at each table. Each student has a box of 10 colored pencils.
(A) How many colored pencils are at each table?
(B) How many colored pencils do Mrs. Potter's students have in total?
(How Many, 2017)
c. Ask the students to solve the word problem in groups
illustrating the mental steps they will take as they solve it
using the scratch paper (10 min)
d. Teacher checks in with groups to make sure they
understand that they need to use two different operations
to solve the word problem (time included in previous 7
min)
e. Explain one possible way of illustrating the process and a
solution (4 min): (find on next page)

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3
(How Many, 2017)
f. Debrief as a whole class (teacher asks question, students
answer as soon as something comes to mind (no calling
on students)) with questions below
i. These are sample questions that may provide for
a sufficient debrief, not all of them need to be
discussed.
ii. Make sure this discussion is only 5 min long as
you need time for exit cards.
iii. Not all students are required to share. If someone
looks like they may want to share, but doesnt
speak up, the teacher may call on them. (5 min)
Debrief Sample questions: How has your view of multiplication changed? How will
you use this information in your daily life? Did you enjoy learning about
multiplication this way? If so, why? If not, what would you have preferred

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doing? How would this change be better/how would it help you? Any
other comments?
Exit Cards What do you most remember from this activity? (1 min)
End of class period.
Sources Cited How many colored pencils? (2017). Retrieved October 29, 2017, from
Illustrative Mathematics website:
https://www.illustrativemathematics.org/content
standards/3/NBT/A/3/tasks/1445