Chapter 1: Pre-assessment

1. Summary of daily lessons with corresponding objectives

- Students will be working on their Math assessment form (worksheet) in which they are
asked to answer multiple questions about multiplication. This unit does not cover division.
However, this worksheet comes from the textbook resources that the Grand Rapids

Christian Elementary School has. This serves as the introduction to multiplication and
division. There will be another unit pertaining to division. This pre assessment can also be
part of the division unit. Teacher will be grading the papers and see where the students

are at in terms of their knowledge about multiplication.

2. State or national standards

- 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.

- CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number
of objects in each share when 56 objects are partitioned equally into 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8 objects each. For
example, describe a context in which a number of shares or a number of groups can be
expressed as 56 ÷ 8.

- CCSS.MATH.CONTENT.3.OA.A.3
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.1

- CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

- CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 =
24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3
× 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 =
 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one
can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

- CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding
the number that makes 32 when multiplied by 8.

- CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.

3. assessments (pre, during and post)

- Pre: Students will answer the repeated addition on the board together with the teacher.

- During: Students will work on the pre assessment of this unit.

- Post: Students will be finishing up their pre assessment.

4. interdisciplinary connections: N/A

5. student use of technology: N/A

Chapter 2: Multiply with 5

1. Summary of daily lessons with corresponding objectives

- Students will be able to identify and use patterns to multiply with 5. After the discussion,

students will answer the practice pages in the student’s Math journals. Also, learning the

basic facts will be helped by the flashcards and the flipbooks. Students will be starting

with the flashcards and the flipbooks from now on as the lesson proceeds.

2. State or national standards

- 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.

- CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating
 three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

- CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers.

- CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a number can be decomposed
into two equal addends.

3. Assessments (pre, during and post)

- During: Asking various questions to sink in to the student’s brain. (Let them think about

the content!)

- Post: After the concept has been explained, have 10 students come up and say the
products of 5 in order. Once a student reaches up to 50, then that student needs to go

back to their chair. Teacher will make sure that the other students seating down to watch

carefully if they are getting the multiples of 5.

- Post: Going over the practice pages in the student’s Math journals.

- Post: Students working alone to go over the flashcards and flip books.

4. Interdisciplinary connections N/A

5. Student use of technology: N/A

Chapter 3: What are arrays?

1. Summary of daily lessons with corresponding objectives: The array model for
multiplication is important because it has many applications throughout mathematics.
This way, students will learn how to write multiplication equations for arrays and solve
word problems involving arrays. Students will learn to write multiplication equations for

arrays and solve word problems involving arrays.

2. State or national standards:

- 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.

- CCSS.MATH.CONTENT.3.OA.A.3
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.1

- CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or

properties of operations. By the end of Grade 3, know from memory all products of two

one-digit numbers.

- CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

- CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of

others.

- CCSS.MATH.PRACTICE.MP4 Model with mathematics.

- CCSS.MATH.PRACTICE.MP6 Attend to precision.

3. Assessments (pre, during and post)

- Pre: Students will be putting a thumbs up sign on their chest if they know what a row

and a column is on the Easel.

- During: Teacher will be asking various questions about the content.

- Post: Students will be the arrays and compare the arrays and answer their Math journals

page 20.

4. Interdisciplinary connections: Movement – Students will be moving around to be an array.

5. Student use of technology: N/A

Chapter 4: Review with Strategies and Multiply with 2s

1. Summary of daily lessons with corresponding objectives: This is a lesson for the

students to identify and use patterns to multiply with the 2s. Students will be
able to explore and practice patterns in 2s count-bys.

2. state or national standards

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.

CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of

objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of
shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe

a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.OA.A.3

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.1

CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three

whole numbers. For example, determine the unknown number that makes the equation true in

each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.MATH.CONTENT.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the

number that makes 32 when multiplied by 8.

CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of

operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS.MATH.CONTENT.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations. For example, observe that 4 times a number is

always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

3. Assessments (pre, during and post)

- Pre: Asking the students to give an example or a strategy to find out the product for

multiplication.

- During: Asking the students to seek for the patterns they see in the 2s.

- Post: Students will be answering their Math journals and going over the flashcards. Also,

they will continue to make the flipbook as their routine in becoming familiar with the

facts.

4. interdisciplinary connections: N/A

5. student use of technology: N/A

Chapter 5: Variables

1. Summary of daily lessons with corresponding objectives: It is crucial that students know
the relationship between factors and products. This lesson is asking students if they
understand the unknown number or not. Students will be able to identify that variables

can be used to find the missing number. Also, it will be their first time being introduced
to the Math support from the technology. (Computer)
 2. state or national standards

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.

CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of

objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of
shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe

a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three
whole numbers. For example, determine the unknown number that makes the equation true in

each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of

operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

3. assessments (pre, during and post)

- During: Scavenger hunt for variables – Students will be exploring the concepts with
variables. This will be a great opportunity for the students to self-teach themselves first
and come back as a class to talk about it. Rubrics will be used while the teacher will go

around seeing if they can follow directions and grasping the concept.
 - Post: Discussion after the scavenger hunt

- It is their first time having access to computers for we had some time to talk about their

basic facts with multiplication.

4. interdisciplinary connections:

5. Student use of technology: Students will explore IXL and XtraMath reinforce their Math
skills.

Chapter 6: Multiply with 4s

1. Summary of daily lessons with corresponding objectives: This is a lesson for the students
to identify and use patterns to multiply with the 4s. Look for patterns in 4s multiplications
and count-bys and learn a strategy for finding 4s count-bys and solving problems

involving 4s. What are some of the patterns that we can use to find the 4s count-bys?

What are some strategies that we can use to find the 4s count-bys? (Review and new

strategy)

2. state or national standards:

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.

CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is

known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can

be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5

+ 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of

operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations. For example, observe that 4 times a number is
always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

3. Assessments (pre, during and post)

- Pre: Asking what things in the real world come in groups of 4?

- During: Asking for patterns the students see for the 4s.

- Post: Math worksheet on double and double strategy, 4s chip games, flashcards, and exit

ticket

4. interdisciplinary connections: N/A

5. student use of technology: N/A

Chapter 7: Multiply with 3s

1. Summary of daily lessons with corresponding objectives: This is a lesson for the students
to identify and use patterns to multiply with the 3s. Now that the students have learned
some of the strategies to figure out the multiplication problems, we will review as we

enter the world of patterns to the 3s.

2. state or national standards

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.

CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of
objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of
shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe

a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.OA.A.3

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.1

CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three

whole numbers. For example, determine the unknown number that makes the equation true in
each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.MATH.CONTENT.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the

number that makes 32 when multiplied by 8.

CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of

operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS.MATH.CONTENT.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations. For example, observe that 4 times a number is

always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

 3. assessments (pre, during and post)

- Pre: Asking student to connect with the real world that come in groups of 3.

- During: Asking students to tell the teacher to find the pattern of 3s.

- Post: Flashcards and flipbooks

 369 game – A game that counts from 1 to 30 but we say the word “product” instead

of saying the actual number that represents the product of 3s.

4. interdisciplinary connections:

5. student use of technology: N/A

Chapter 8: Post assessment

1. Summary of daily lessons with corresponding objectives: This lesson is the finals lesson

but this lesson entails the checking of student’s knowledge of all the facts that we have
learned so far. There are timed drills, test and the flashcard drill in order to test out the

student’s knowledge.

2. state or national standards

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.

CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of

objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of
shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe

a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.OA.A.3

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.1

CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three
whole numbers. For example, determine the unknown number that makes the equation true in

each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.MATH.CONTENT.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the

number that makes 32 when multiplied by 8.

CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between

multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of

operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS.MATH.CONTENT.3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and
explain them using properties of operations. For example, observe that 4 times a number is

always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

3. Assessments (pre, during and post)

- Pre: Timed drill where each of the count-bys will be written with a timer.

- During: Actual test with the virtual test guide Liz!

- Post: Students will be lining up in front of the teacher and will be tested the facts.

Students will be answering the questions that are pointed with the pointer.
4. interdisciplinary connections:

5. student use of technology: N/A