Mathematics Unit

10-day lesson sequence

Introduction to Multiplication
Formative Assessments
The 4-finger check to see where understanding is. Walking around
while students are working and taking notes of which students are struggling,
which students appear to be getting it, and which students rely on their
partner.
I will be giving a pretest and a posttest to see students growth. As the
unit continues, I will make adjustments as I see fit based on my formative
assessments so by the end of the unit students can show individual growth.
Throughout the unit I have planned for checks for understanding as well as
some exit tickets. The other aspect of my plan for tracking growth is
identifying where students are at before the unit. The pretest will be a good
indicator but observing and making notes how students are entering the topic
is even more helpful. No matter how they progress, the important thing to
note is where they progress. Not all students will progress in the same way or
in the same timing.
Because I want students to succeed on the unit test, keeping a
checklist of understanding throughout the lessons will keep students in line
for the unit posttest. For the next unit students will learn multiplication facts
and begin memorizing and understanding the multiplication chart. As I
observe, I need to make sure students are understanding the concept of
multiplication so they do well on the summative assessment and ultimately
are prepared for the next unit of fact study.
Meeting the Needs of Diverse Learners
My unit meets the needs of diverse learners in several ways;
group work, individual practice, explicit instruction, multiplication
can be represented in many ways so linguistic and math
knowledge will vary with the different ways to show a fact.

Projected Sequence of Lessons: Lesson (1)

Date:

November 2nd

Learning Target/Objectives: I
Materials Needed: Snap

can relate addition and multiplication

cubes and practice sheet

Description/overview of lesson: This lesson is designed to connect students prior knowledge of addition
to multiplication. By modeling repeated addition, show how groups are equal. When groups are equal you
can use multiplication to find the total. When you multiply, you combine the equal groups to find how many
in all. The goal is for students to link a repeated addition number sentence with its corresponding
multiplication number sentence

TASK
MUSKEGON FARMERS MARKET
Pumpkins = 2 for $5
Gourds = $1 each
Mums (flowers) = $5 each
Cinnamon bread = $10
Donuts = 2 for $3
Which items would you pick at the market and how much would it cost you?
Turn and talk with a partner to talk about the items you decided to buy.
Now, you have $20 to spend at the Farmers Market on Saturday morning. What
combination of items could you choose that would give you the most items for the $20?
What would be the least number of items you could get while using all $20?
BEFORE (list estimated time, in minutes, for each part of your launch)
A. Do a practice model problem together to explain to all students, different ways to solve problems.
Introduce the model problem from textbook --- Jasmine needs 3 bananas to make 1 loaf of banana
bread. The same numbers of bananas are in each loaf. How many bananas does Jasmine need or make
4 loaves. Use counters to show the 4 groups of 3. Have a math conversation on the different ways to
solve this.
B. Have students turn and talk with a partner with how many bananas will they need to get at the grocery
store. Students enjoy trips to the grocery store and would be interested if they were in charge of how
many bananas they had to get.

DURING (list estimated time, in minutes, for each key event during exploration)
Students then are introduced to the task question. First, students will explore the problem
by working individually to choose the market items they would want and how much it
would cost them.
Walk around and observe as students add up multiple items (same item more then once)
Then students will turn and talk with a partner and compare purchases and totals. Students
are already seated next to appropriate table partners. They can turn without moving seats
to discuss their thinking.
The second part of the task should be done individually after key questions asked by
teacher.
Think of different combinations, if you wanted to get the most items for your $20, which
item do you think you would get a lot of?
Observe students form the combinations (10 pumpkins, 4 mums, 2 breads). How do you
know 4 mums is worth $20?
I expect to see most students adding the different prices up. Using skip counting maybe

but definitely listing the prices and adding them up. Some may use the multiplication
strategy teacher just modeled. Note students who use repeated addition, drawing a picture,
and those who use multiplication.
AFTER
Sequence the discussion so students who use repeated addition share first. Then use
multiplication words So I see you added 4 mums together to get $20, so you had 4
groups of mums for $5 each making your total $20. Then have students who did it a
different way share. Connect different representations by pointing out similarities. Show
how we can use our knowledge of repeated addition to show multiplication.
This whole time we really were working with multiplication. What would be a good
definition or explanation of multiplication? (listen to 2-3 ideas) **repeated addition**
Then have students get out their morning work papers with their learning goals on it. Have
student fill out what they learned in math today.

Lesson (2)
Date: November

3rd, 2015

Learning Target/Objectives: Students will learn how to model multiplication with an array.
Materials Needed: Cookie Tray worksheet, marker
Description/overview of lesson: Now that students understand the term repeated addition, we can use
models to help show repeated addition. As students begin to notice that 3 rows of 4 cookies is 4+4+4, we
start showing the multiplication fact 3x4 and explaining that multiplication is just that. Arrays must show
equal numbers in each row and in each column. Arrays also are good to model the commutative property.
Students will create their own arrays and determine what the repeated addition sentence is as well as the
multiplication fact.

TASK
Each student will receive a worksheet with an empty cookie sheet. Students then choose

how many cookie rows they want on their sheet and how many columns. Take a look at
your array and decide what the repeated addition statement is going to be. Figure out
how many groups and how many in each group.
Then come up with the multiplication problem for the array. If you have 3 rows of
cookies and 4 columns then your array reads 3x4.
Make a different array. After you make your cookie tray array you will switch with a
partner.
Partner then takes a look at the array and determines the repeated addition problem.
How many groups (rows)? And how many in each group (columns)? Then figure out the
multiplication problem for the array. Example: If there are 5 groups with 5 in each group
the problem is 5x5.
BEFORE (list estimated time, in minutes, for each part of your launch)
We can use all sorts of models to help us with multiplication. Today we are going to learn about arrays.
An array is a group of objects in rows and columns. Our desks are set up in an array! They have rows and
columns. They help you see how you can use multiplication to figure out the total number of objects in a
fast way.
Make an array: I have a garden at my house. We are going to make an array of Miss Straszheims tomato
plants. This array (draw on board) has 2 rows and 3 columns to show my tomato plants. Now find the total
number of plants.
2 rows of 3 =
You can add: 3+3 = 6 Or Multiply: 2x3=6 So I put 6 plants in my garden.

DURING (list estimated time, in minutes, for each key event during exploration)
During the exploration, observe as students create their array. Are they keeping the same number of
cookies in each row and column? Are they spacing the cookies out so it looks like the example?
Students are grouped based on where they sit. We will not be moving seats from a management
standpoint. This is a partner (turn and talk) type setting.
As students begin to come up with repeated addition statements and multiplication facts ask discussion
questions
Questions:
How do you plan to solve the problem?
How do you know your solution is reasonable?
Describe what you have tried already?
Where do you get 2x3? (2 groups of 3 in each group)
Look for students not keeping the same amount of cookies in each row or column. Look for students
adding too many numbers. Look for students focusing on the multiplication but not understanding how
you are adding as well.

AFTER
Display students arrays that are evenly spaced and have an equal number in each row and
column. Why did you set it up like that? Did your partner write the repeated addition fact you

had in mind? Is the multiplication fact what you planned it to be?

Look for ways to touch on commutative property.
Arrays are good ways to model our multiplication facts so we can see the total number of
objects is simply the rows times the columns or the amount of groups times the number in each
group. Next time youre baking cookies with Grandma or muffins think about the multiplication
statement that would help you easily add up the amount of baked goods you have.
Then ask students for a 4,3,2,1 check for understanding arrays. Remind students that these are
excellent ways to represent multiplication facts and if they dont understand it to be honest with
their check.

Lesson (3)
Date: November

4th

Learning Target/Objectives: Students will learn that the commutative property does not change
the product.
Materials Needed: Boxes of representation worksheet, board tile magnets (model)
Description/overview of lesson: Now that students have learned that multiplication is repeated addition
and can be shown in rows and columns (array), students will create a combination of representations to
display the same multiplication fact. First students will see how the commutative property works for
multiplication. Then students will work with their table partner to choose what fact to start with then come
up with the commutative property sentence. Students will also create a repeated addition sentence, an
array, and a picture of the groups.

TASK
Work with your table partner on one fact then you will get a chance to work on your own with a different
fact.
First you need to come up with a fact you are going to represent. One partner choose a number 2 through
8 and the other partner choose a number 2-6. Put these two numbers together to be your fact. For example,
2 and 7 becomes 2x7 or one partner chooses 3 and 8 so the fact becomes 3x8.
Once you have your fact- have partner number one write the fact on the whiteboard and the other partner
holds it up in the air.
Once you get approved from the teacher you may turn to your worksheet and write the problem you came
up with in the center box. Then continue to work together to fill out the rest of the boxes of representation.
Now independent practice! You get to come up with your own fact and fill in the boxes of representation.

BEFORE (list estimated time, in minutes, for each part of your launch)
Draw a picture of 3 groups of 4 dots. Ask students- what do you notice about my picture? What do you
see?
Then draw a picture right below it of 4 groups of 3 dots in each. Now what do you see?
How are these pictures similar? How are they different?
*Then show using board magnets display two groups of 5 and then 5 groups of 2. After I created my
first groups and then created my second picture did I add any new magnets? Did I take any away?
No! This is called the commutative property. You already learned this in addition. You learned that 2+5 is
the same as 5+2. Flipping the numbers around in addition does not change the answer or sum. In
multiplication, flipping the numbers around does not change the answer or PRODUCT. New vocabulary
word.
Who can repeat what I just said- what is a product? When we switch the numbers around there is a special
math law that says we can do that- That law is called the commutative property.
So after today you are going to be able to show one little multiplication problem in 5 different ways!!
Weve already practiced 3 different ways- the fact, an array, and a repeated addition statement, we just
learned that we can flip the numbers and its the same problem, and the last way you are going to get to
draw are the pictures like Ive been drawing on the board. The different groups with the same number of
dots in each group.

DURING (list estimated time, in minutes, for each key event during exploration)
Introduce task and hand out whiteboards make sure everyone has a desk partner. (Students are
already sitting next to someone they can and should be able to work with. If there are some
students without a partner, along a group of 3)
As partners come up with their multiplication fact have them lift up their boards to show teacher.
After they get a thumbs up they can get started working together to draw different
representations.
Extend students thinking:
What would your picture look like if you drew it for your commutative property problem?
What does each side of the array mean? The rows? The columns?
*how many groups and how many in each group= array
Look for students not putting an equal number of dots in their grouping picture
Look for repeated addition sentences not including enough groups

AFTER
What numbers did you choose and why??
Which picture did you choose to draw? I.E. 2 groups of 8 or 8 groups of 2?
Either way is it the same number of dots? Yes!
Now that youve had good practice with the boxes of representation. I want you try one on your
own. Hand out a new worksheet Have students work by themselves to come up with a new
fact and different ways to represent their fact. (use as exit slip) Same worksheet as before just a
blank one for students to complete on their own.

LESSON (4)
Date: November

5th
Learning Target: I can multiply with the factor of 2.
Materials: Beans and Dixie cups, practice worksheet
Description: We will first have a number talk with a class discussion about pairs. What
kinds of things come in pairs? Then talk about how skip counting can help us multiply by
2.
Task: Number talk 2+2+2. Follow normal number talk procedures. Have students write
their answer on a notecard and hold it up in the air. Then discuss strategies to get there.
Then do 2+2+2+2+2. Follow the same procedure with notecards and discussion.
Before:
Begin by reminding students of our number talk procedure and explain how we are going
to share our answers for this task. Continue on with task so students come up with
multiple strategies for solving the repeated addition statement.
During:
Engage students with a modeled problem. Ask 5 volunteers to come to the front of the
class and trace both of their hands on the board. Once they have finished, circle each pair
of hands. As a class, have students skip-count by twos aloud as you point to each set of
hands. 2,4,6,8,10.
Have a student come up to the board and write the repeated addition statement
Have another students come up to the board and write the multiplication sentence.
Then hand out Dixie cups and a handful of beans for each student. Come up with a
multiplication fact to put on the board and have students create that model with their
beans and cup. (2 groups of 5) or (4 groups of 2). Discuss the answers students get and
how we can use multiplication or skip counting to quickly count beans when we are
multiplying by 2s
After:
What is one way to solve multiplication facts by 2s? (repeated addition, skip counting,
doubling)
Which way makes the most sense to you?

Are any of the answers odd or are they all even numbers?

LESSON (5)
Date: November 6th
Learning Target: I can multiply with the factor of 4 with a brace map
Materials: Brace Maps
Description: Students will begin my reviewing multiplying by 2s. We will move to
multiplying by 4s and what that means to double the 2s fact. Students will then complete
a brace map that shows a whole-part relationship
Task: Students will be given another number talk, 4+4+4. Students will follow number
talk procedures and routines. We will talk about grouping 4+4 because we know doubles
and then add 4 more. Then do 4+4+4+4. Possible strategies: 8+8=16, 4x4=16, 8+4=12
12+4=16, skip counting.
Before:
Begin lesson with launching number talk to get students used to seeing repeated addition
with 4s and grouping 4s. Introduce that we will be using a brace map to show our 4s.
During:
A brace map is one of our thinking maps- Ask a student to find the brace map and explain
its parts- whole and parts.
First model using board magnets. Show 3 groups of 4. Have students tell you how many
groups there are and how many in each group. Write out the multiplication fact. Show
how to create a brace map.
Then students have a chance to create 4 of their own brace maps.
After:
The special thing about 4s is that if you understand 2s, you can do 4s. Doubling the
double- say that.
Hand out exit ticketProblem has 4x6. Show the answer to 4x6 in 2 different ways.

LESSON (6)
Date: November 9th
Learning Target: I can multiply with factors with 1 and 0

Materials: Number line and counter chips

Description: After a number line activity students will be able to see that whenever you
multiply by a factor of 1 the answer or product is always the other number. Students will
also see that anything times 0 is 0.
Before:
We have been working on grouping and multiplication with 2s and 4s. Today we are
going to talk about Mr.0.
We are also going to learn 1s too.
So for our lesson today you are going to be working with your desk partners again. Hand
out counter chips and a ruler 1-10.
Then have partners work to do one jump of 5 and then 5 jumps of 1. The products should
be the same.**
During:
Have one partner move a counter across the number line to show one jump of 4. Then
have the partner use the second counter to show four jumps of 1.
What do you notice about one jump of 4 and 4 jumps of 1?
Hand out worksheet. Walk around as students work independently on practicing 1s.
Notice that the product will always be the other number.
Then move to 0s- work back with your partner to practice 0s. Repeat the number line
activity for four jumps of 0 and zero jumps of 4. What happened? You stay on zero the
whole time.
Lets try 6 jumps of 0 and zero jumps of 6.. Lets try 100 jumps of 0 and zero jumps of
100. Always zero!
Hand out practice wheel for 1s and 0s
After:
So who can explain whats special about multiplication by 1?
Whats the deal with Mr.0?
What if we showed it through repeated addition (we can show all multiplication with
repeated addition) Model on board to show
Ask for a 4,3,2,1 understanding of multiplying with 0 and 1.

LESSON (7)
Date: November 10th
Learning Target: I can multiply with the factors 5 and 10.
Materials: Dice, chart paper, notebooks
Description: The lesson today will focus on noticing 5 patterns and 10 patterns seeing it
in our daily lives (fingers/toes and clocks)
Task:
How many fingers are in your house?
Students will be asked to come up with how many people live in their house. Each person
has 10 fingers. Count by 10s to come up with how many fingers are there in your house.
Before:
Today we are going to do an activity working with multiplication factors 5 and 10.
Review skip counting by 5s make a chart
During:
5s:
3x5= Have we learned 3s yet? Nope but we can do 5s so we can solve this problem
Roll a dice for the representation to use:
1. array
2. repeated addition
3. number line
4. grouping picture
5. skip count
6. grouping picture
Have a student roll the dice and do the representation as a model first then do one for the
class to do. Do a couple times for practice.
10s:
Give household task counting by 10s
Observe as students write down in their journals pictures of their families
As students work do your own family on the board as a model.
After:
Lets look at the answers we got on our family task- I have 20 fingers in my house
Ask students to give their answersWhat do you notice about all of our answers?
What do you think that means when we multiply by 10?
Skip count by 5s again- What about when we skip count by 5s? What do you notice about
the ones place of those answers?
Ask if anyone knows of somewhere or when we see counting by 5s *clock

LESSON (8)
Date: November 11th
Learning Target: I can orally talk about multiplication
Materials: The Best of Times by Greg Tang, anchor charts
Description: For this lesson, we will be doing an interactive read aloud of a multiplication
facts book. Then we will create anchor charts for the facts we have learned so far.
Task: Create anchor charts based on student understanding and thinking
Before:
So we have talked about 2s, and 4s, and 0s, and 1s, and what else? (5s and 10s)
Today we are going to create an anchor chart together that explains the properties and
rules we have learned so far before we start memorizing facts.
During:
Create property charts for 2s / 4s, one for 0s, one for 1s, and one for 5s/10s
After:
Have students talk about the chart with a partner and what they notice, remember, and
how it will help them memorize facts
Exit slip:
Find the answer to these problems in any way weve learned2x4=
10x2=
5x2=
6x10=
4x3=
5x3=
1x8=
5x4=
9x1=

LESSON (9)
Date: November 12th
Learning Target: I can solve problem solve with multiplication
Materials: Word problem solving worksheet
Description: Students will apply their knowledge of properties and representations to
come up with answers for word problems.
Task: At the dollar store you can buy up to 5 items. Each item costs $3
Jump Rope = $3
Hula Hoop = $3
Football = $3
Bubble Gum = $3
Coloring Book = $3
Choose how many items you want first. Then figure out how much it will cost you. You
cannot spend over $15.
Before: We are going to be taking out multiplication understanding and applying it to real
life examples today.
During:
Students will first look at the task individually. Then look at their partners task and see if
they correctly multiplied their choices.
After:
Select students to share their answers and how they got there. Did you add? Multiply?
Draw a picture?
Then hand out worksheet of more multiplication problem solving.

LESSON (10)
Date: November 13th
Learning Target: I can recall multiplication properties and facts to complete a post test.
Materials: Post test
Description: After completing the post test students will participate in multiplication game and worksheet.

Before: Review all the properties we talked about for the unit. Hand out post test and be sure to give
students plenty of time for test.
During: After post test play the who has game. This game will help students start to memorize
multiplication facts with factors we have talked about so far.
After:
If need more time hand out multiplication puzzle worksheet