Unit Plan and Concept Lesson

Unit designed to Multiplication

teach:

Learners: Inclusion 3rd Grade Classroom

Prior Knowledge: Addition, Number order/number sense, Use of bar models

Objectives: Students will be able to:

1. Given a set of factors, students will write multiplication number sentences for given equal group situations
using the x symbol
2. Given a problem, students will write multiplication sentences for arrays, use arrays to find products, and use
the Commutative Property of Addition
3. Given specific vocabulary (times as many), students will use models and write multiplication sentences to
compare amounts.
4.Using specific vocabulary (groups/rows of, each, times, times as many, product), students will write math
stories for given multiplication facts.
5. Given a word problem, students will use objects, words, pictures, numbers, and technology to provide a
written explanation reflecting their understanding.
6. Given a multiplication problem, students will use patterns to multiply with 2 and 5 as factors.
7. Given a multiplication problem, students will use patterns to multiply with 10 as a factor.
8. Given a multiplication problem, students will use patterns to multiply with 9 as a factor.
9. Given a multiplication problem, students will use patterns to multiply with 0 and 1 as factors.
10. Given a multi-step word problem, students will solve for one problem and use the solution to complete a
second word problem.

Common Core Operations and algebraic thinking (3.OA):

Standards or Alt. ● Represent and solve problems involving multiplication and division
Learning ● Understand properties of multiplication and the relationship between multiplication and division.
Standards: ● Multiply and divide within 100.
● Solve problems involving the four operations, and identify and explain patterns in arithmetic.
 Number and Operations in Base ten (3.NBT)
● Use place value understanding and properties of operations to perform multi-digit arithmetic.
Measurement and Data (3.MD)
● Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Big Ideas 1 Being able to represent multiplication problems using visual models such as arrays.
2 Being able to multiply one- and two-digit numbers.

Content Scope and Sequence:

Content/Lesson 1 2 3 4 5 6 7 8 9 10

Multiplication as repeated addition X X X

Using arrays X X X X X X X X X

Using multiplication to compare X X X

Writing multiplication stories X X X

Problem solving: writing to explain X X X

2 and 5 as factors X X X

10 as a factor X X X
9 as a factor X X X
Multiplying with 0 and 1 X X
Problem solving: Two question problems X
 Scripted Concept Lesson Format

Lesson # in Unit Lesson 2: Arrays

Prior Knowledge: -Vocabulary: factor, product, groups of,

repeated addition
-Using counters to model equal groups
-knowledge of multiplication as repeated
addition
-writing simple multiplication sentences

Objectives: Students will accurately use counters to

model arrays and write multiplication
sentences to find the total 7/10 times.

Materials: -yellow/red chip manipulatives

-individual student whiteboards/dry erase
markers

Time Allotted for each part of lesson: Opening (5 mins)

Intro (5 mins)
Guided Practice (20 mins)
Independent-little you do (5-10 mins)
Independent-You Do (15 mins)

Signal used for choral response: Lock It In-Students will hold their fist to
their mouth
Let it Go-Teacher will verbalize and
extend right hand to the ceiling

Examples and Non examples: 5 points Set up Principle This is an array- (picture of circles in rows
 and columns)
This is not an array- (picture of circles
with no rows/columns)

Sameness Principle This is an array- multiple pictures of very

different arrays (i.e. using different
shapes, pictures, etc.)*

Difference Principle *use same examples as above, but to

show difference, give non-examples using
images of similar shapes but not in array
form (rows/columns)

Testing Principle show students various images of

examples and nonexamples and have
them determine whether it as an array or
not

Scripted Lesson
Opening

Input Question Response Monitor Feedback

Ok boys and girls, What is one way we can Repeated Addition Teacher listens If correct answer is
yesterday we started to think of multiplication as to/observes student given, provide praise.
learn about everyone? responses
multiplication and the If incorrect answer is
different meanings of given and/or students
multiplication. One way are unsure, provide
we can think of immediate error
multiplication is as correction/feedback
repeated addition.
Raise your hand if you
Good, and we used the remember using the Students raise hand
chips to help us solve two-color chips
different multiplication yesterday.
problems.
Everyone show me with
We also practiced your arms what the Students put arms in “X”
writing multiplication “times” symbol looks formation
problems using the like.
“times” symbol.
Using your counters,
Excellent! Let’s practice please show me how I Students demonstrate
an example from can solve this problem. problem with their
yesterday to see if you counters.
can remember how to
do that. Give students
an example on the
board (i.e. Lauren
bought 3 pieces of
candy for each of her 4
friends. How can you
use counters to show
how many pieces of
candy she bought
altogether). How can we show this
using repeated addition Students write 3+3+3+3
(on whiteboards)?

How about 3 x 4 or 4 x 3
multiplication?
Introduction (I Do)

Input Question Response Monitor Feedback

Great job with that What are we going to Arrays Teacher listens If correct answer is
review. Today we are practice making? to/observes student given, provide praise.
actually going to use our responses.
counters again to help If incorrect answer is
us solve some more given and/or students
multiplication problems. are unsure, provide
We are going to practice immediate error
making arrays. correction/feedback

An array shows equal

rows of objects. Repeat after me: an An array shows equal
array shows equal rows rows of objects.
of objects.

What does an array An array shows equal

show? rows of objects.
When you put counters
in equal rows, you make What do you make An array
an array. Demonstrate when you put counters
on board/elmo in equal rows?

Good. If I wrote a
multiplication sentence
for this array it would Count with me. Count all 20 counters
look like this: 4 x 5
because I have 4 rows
with 5 counters in each
row. Now I am going to
count to find the total
number of counters in
my array.

Right, so my completed How many counters are 20

multiplication sentence there in all?
would look like this: 4 x
5 = 20. This array has 4
rows, with 5 counters in
each row, to make a
total of 20 counters
altogether.

Continue modeling with

a couple more
examples.

Guided Practice (We

DO)

Input Question Response Monitor Feedback

Arrays don’t have to use Student will identify Teacher listens If correct answer is
counters or circles, whether image is to/observes student given, provide praise.
however. Lots of example or nonexample responses.
everyday items are of an array. If incorrect answer is
organized into equal given and/or students
rows, and those are Students will also write are unsure, provide
arrays too. Now let’s multiplication sentences immediate error
look at some examples for the arrays with correction/feedback
and nonexamples of teacher assistance.
arrays.

Use the examples and

nonexamples sequence
outlined above,
beginning with the
sameness principle and
ending with the testing
principle. Be sure to use
consistent wording
throughout. Practice
writing multiplication
sentences for each
array.
Yes
For the testing
principle: Is this an array? Show Yes, this is an array
example. 5 because it shows equal
rows of objects.
How many rows are in
this array? 6

How many objects are

in each row? 30

And how many objects

are in this array
altogether? 5 x 6 = 30

On your whiteboards
 show me how we can
show this array using a
multiplication sentence. No

Is this an array? Show No, this is not an array

nonexample. because it does not
Continue with multiple show equal rows of
examples of the objects.
concept.

Independent Practice
(little You Do)

Input Question Response Monitor Feedback

We are going to Is this an array? Yes-it has an equal Teacher records ind. If correct answer is
continue to practice with Cathryn, “Let it go” number of rows and an student responses on given, provide praise.
reading and building equal number of chips data recording sheet.
arrays. This time, I am in each rows If incorrect answer is
going to ask for given and/or students
individual students to, are unsure, provide
“Let it Go,”. You are Is this an array? No it does not have immediate error
going to respond Matthew let it go- equal rows of chips correction/feedback
verbally and using your
whiteboards. Back to Example: How 4 rows
many rows do you see?
Madison, let it go

How many chips are in 6 chips

each row? Kissler, let it
 go-

Write your product on 24

your whiteboard.
Connor, let it go-

Independent Work (You DO): The initial independent practice will be a worksheet that will
require them to:
3 problems:
-read a multiplication sentence (equation)
-draw an array with info given from the sentence
-find the product after drawing the array
2 problems:
-write a multiplication sentence when given an array

Data Decision Rule: If any student receives an 80% or lower on the individual
assignment, re-teaching will be scheduled individually or in a
small group setting. Additional examples and non-examples will
be used to strengthen comprehension and application of
concept.

Error Data Collection Tool:

Daily Error Data Date: Date: Date: Date: Date:
New Material:
Arrays
-rows of
-how many rows/how
many are in each row
-writing a multiplication
sentence
-drawing an array
-figuring out the product

Individuals Students
Needing
Error Correction
During Ind.Prac

Error Analysis
Analyze errors/error
patterns

Plans to Re-
teach:Where do we
go next?