Name: Ashley Silbert Grade:3rd Date: 11/29

Topic: Multiplication Patterns Total Lesson Duration: approx. 1.5

hours
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
Learning Target always even, and explain why 4 times a number can be decomposed into two equal addends.
and Standards
Students will find patterns in factors and products by using known facts and the distributive
property.

Materials Needed Pencils, envision book, bellwork, whiteboard, whiteboard markers, versatile, tech, fact sheets
and plan for
distribution

Students may help others in their group during guided practice and centers.

Math Centers:

Rotation 1 Rotation 2 Rotation 3 Rotation 4

Group 1 Meet with Independent Tech Hands-On
the teacher Practice
(Ms. Silbert)
Group 2 Meet with Independent Hands-On Tech
Instructional the teacher Practice
Formats and (Mrs.
Estimated Times English)
Group 3 Tech Meet with Independent Hands-On
the Teacher Practice
(Ms. Silbert)
Group 4 Independent Meet with Hands-On Tech
Practice the teacher
(Mrs.
English)

Read the following problem as students follow along: Ms. Witt bought 3 boxes of paint with 5 jars
of paint in each box. What is the total number of jars Ms. Witt bought? Think aloud: I know I’m
asked to find the total number of jars that Ms. Witt bought. I can draw the problem or use
Introduction to counters. The counters in 5 rows of 3 and use repeated addition. 5+5+5=15
Lesson
Discussion Questions: Why are you asked to find this problem? What tools can you use
to solve this problem? How can you use counters to find the total number of jars? How
can you find the total number of jars?

Adapted from Effat Id-Deen

 Students will use whiteboards to solve problems in small groups. Students model problems using
bar diagrams.

We will read the question together: Jesse used 3 bags to bring home the goldfish she won at the
Fun Fair. She put the same number of goldfish in each bag. How many goldfish did she win?
Guided Practice/ (Students will have counters in front of them). There are 8 fish in each bag.
Exploration
Ask: Does the picture show the problem? How do you know? How does the addition equation
relate to the counters? What does each number in the multiplication represent? Why is a question
mark used in the equation?

Guided Practice p. 8-9 (1-5) in small group

Students will practice independently as part of their math workshop after meeting with teacher.
Pages 9-10

Group 1/2: 6-11, 13

Independent
Group 3: 8-11, 13, 16
Practice (if
Group 4: 8-11, 23-17
applicable)
Ms. Silbert will work with groups 1&3
Mrs. English will work with groups 2&4

Closing/ When math period is almost over, students will clean up their workspace. Tell the students that
Discussion tomorrow, we will continue to work on multiplication.

I will ask students how they felt about today and to give thumbs up or thumbs down. Then ask the
students what they still don’t understand to help prepare for small groups the next day.
Formative
Assessment Assess students in small group during guided practice, during math workshop, and during
independent practice. Take notes on how students use formulas (are they doing it correctly?) to
gather information for small group guided practice.

Academic support: students can use manipulative to solve problems. Borderline students will be
given extended time, and shortened assignments as needed. Linguistic – visual word resources
Academic, Social, on their vocabulary sheet they receive every Monday. Social – will have individualized teacher
Linguistic Support and peer support. During guided practice and centers they will be able to work with partners and
help one another.

Adapted from Effat Id-Deen