M&M Multiplication

Mrs. Hayley Weakley

Third Grade - Math

November 24, 2020

In this sweet lesson, we will explore how multiplication can be solved with repeated addition
using M&Ms!!
Materials: Math Manipulatives, M&M Counter Worksheets, Package of M&Ms per student,
White board per student with dry erase marker and eraser, pencil, interactive
whiteboard/projector, definition cards.
Standards and Objectives: TEKS
• TEKS: 3(4)(E) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number computations
in order to solve problems with efficiency and accuracy.
• Students will know: How to multiply single digit numbers
• Students will be able to: use equal groups and repeated addition to understand the
concept of multiplication.
Essential Questions:
• Why do we multiply?
• When would it be easier to multiply instead of adding?
• How are multiplication and addition related?
• How can we use equal groups to solve a multiplication problem?
ENGAGEMENT:
• Question: I have a problem and I need your (students) help to figure it out. I have
three friends and I would like to buy each of them 4 gifts for Christmas. Can you help
me figure out how many gifts I need to purchase in all? Show me using your
manipulatives how many gifts I need to purchase.
• Teacher will see what the students come up with their manipulatives and see if any of
the students can figure out the answer and explain how they came up with the answer.
• The teacher will then display how to use repeated addition to come up with the
answer. Draw 3 circles on the interactive board to represent friends. Draw 4 solid dots in
the 3 circles to represent the presents.
• Count each dot with the class to come up with the answer and model the repeated
addition as 4+4+4=12
 • Another way to write this equation is 3x4=12. The ‘x’ means times or groups of. I can
read this as 3 groups of 4 equal 12 or 3 times 4 equal 12.
• Why would it be easier to multiply instead of adding? Here is an example: 7+7+7+7+7+7
or 7x6, which one looks easier? Which one would be faster to solve?
• Explain to the students the numbers they multiply are factors and the answer is the
product. Be sure to have definition cards at each group/table.
• Tell your students they will be learning multiplication with M&Ms! (Be sure to review
classroom rules)
• Discuss with your students how they will use the worksheet to count with M&Ms, how
they will work out their problems on their whiteboards, and how they will record their
answers. They will need to explain how they got their answer when asked.
EXPLORE:
• Pass out the candy and worksheets.
• The students will be able to work in groups during this activity. The first problem will be
done together. Have the word problem of 4 groups of 5 on the board and tell the
students to take their M&Ms and put them into 4 groups of 5 on the worksheet with
the circles.
• Then, have the students write the repeated addition equation on the worksheet in the
first column, then the multiplication equation in the second column, and finally the
answer in the third column.
• Once the students understand the activity, they may work in groups for the rest of the
problems you have listed on the interactive whiteboard.
• Walk around the room to be sure the students are understanding and ask questions
explain the relationship between multiplication and addition.
• If some students seem to be struggling, group those students together and do a teacher
led group, asking prompting questions to get students to explain their reasoning and
support their answers.
EXPLAIN:
• Have students go over their answers with a partner after they have completed all of
their problems. Have them explain how they know their answer is correct and share
whether they agree/disagree with their partner. Have students restate their partner’s
explanation and challenge them to add on the statement, “I agree because_____.”
• If some students seem to be struggling, group those students together and do a teacher
led group, asking prompting questions to get students to explain their reasoning and
support their answers.
ELABORATE:
• Ask the students if they see a relationship in the problems they solved. Do they see any
products that are the same? For example, 4x5 and 5x4 have the same product. This is
when we look at the definition cards for Commutative property of multiplication. Ask
the students if this will always work in multiplication. Have them model out switching
 factors to see if they get the same product. Give them a few examples to try out. 3x4,
4x3, 5x2, 2x5, ….
• If students need support, gather them together and focus on repeated addition while
the other students record their answers.
EVALUATE:
• Have the students write down their strategies they used to figure out multiplication
(groups of, repeated addition, etc.)
• Students may eat their M&Ms when they are complete.
 Commutative
Factor Property of
Multiplication

Product Multiplication

Repeated Equal Groups

Addition
 Numbers we We can switch the
can multiply factors and get
together to get the same product
another
number
Answer to a Repeated
multiplication addition
problem

Adding equal Same number

groups together of objects in
each group
Name: _____________ Date: ____________
M&M Multiplication
In this exercise, you will use M&Ms to practice multiplication! Place the
number of M&Ms onto the circles, then record the addition and
multiplication expressions in the chart. See the example below:
Make 3 groups of 5

Addition Fact Multiplication Answer

Fact

Example: 5 + 5 + 5 5x3 15
Name: ________________ Date: ______________

M&M Multiplication!!
Use the circles to make equal groups of M&Ms