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

Topic: Multiplication through Total Lesson Duration: approx. 1.5

repeated addition and skip hours
counting
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
Learning
which a total number of objects can be expressed as 5 × 7.
Target and
Standards
Students extend their understanding of multiplication by connecting the use
of repeated addition, skip counting, and the number line as ways to multiply.

Materials Pencils, envision book, bellwork, whiteboard, whiteboard markers, versatile,

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

Introduction
Read the following problem as students follow along: Harvey the Hop Toad
to Lesson
jumps 4 times in the same direction. He jumps 5 inches in each jump. How can
 you show how far he goes on the number line? Think aloud: I know I’m asked to
show how far I can jump, I can use the number line to show the total length of
the road would in 4 jumps. I can represent the road’s jumps by using skip
counting and arrows to show the total number of units, or total number of jumps.
I can show the frogs jumps using addition and multiplication
5=5=5=5=20 which is 4x5=20

Discussion Questions: What are you asked to do? How do you represent
the toad’s total jumps on the number line? What does multiplication
look like on the number line? How many arrows do you need to join
together? How long does each arrow need to be?

Students will use whiteboards to solve problems in small groups. Students

model problems using bar diagrams.

We will read the question together: Clara is making gift bags for her 5 friends.
She wants to put 3 glitter pens in each gift bag. How many glitter pens does
Guided
Clara need? I can use a number line and skip counting to show multiplication.
Practice/
Exploration
Ask: How are the quantities in the problem related? What operation can you use
to solve the problem? What number do you need to skip count? Why is each
arrow 3 units long?

Guided Practice p.15 (1-4) in small group

Students will practice independently as part of their math workshop after

meeting with teacher. Pages 15-16

Group 1/2: 5-8,10

Independent
Group 3: 5-7, 10-11
Practice (if
Group 4: 8-13
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
Discussion the students that tomorrow, we will continue to work on multiplication.

Students will complete an exit ticket on their way out.

Formative Using repeated addition solve: 4x3
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

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