Manna Deng

Lesson # __3__ of __5___ Grade Level: 3rd grade

Central Focus Use strategies to multiply

NY-3.OA.7
7a. Fluently solve single-digit multiplication and related divisions,
Standard using strategies such as the relationship between multiplication and
division or properties of operations.
7b. Know from memory all products of two one-digit numbers.

Learning Students will be able to multiply by using strategies such as skip

Objective counting and properties of operations to multiply.

enVision Math Book, board, flipchart, pre-assessment, post-

Materials
assessment, reteach worksheet, enrichment worksheet

The purpose of learning uses the strategies to multiply is to help

Purpose students build a strong foundation in multiplication, so that they can
approach multiplication tasks with flexibility and confidence.

Instruction
Solve & Share:
Have the whole class pose the Solve & Share problem. The teacher
will check for understanding of the problem.
- What information is given?
- What do you need to know to solve the problem?
- How might you use fact families to help find how many
oranges Alfredo has?
The teacher will walk around and observe how students approach
the question. While walking around and making observations, select
2-3 students with different strategies to share their answer and
discuss solutions.
(Look Back! Sample answer- I can make arrays to represent the
math in a problem with equal groups; I can use known facts to break
factors into smaller factors; I can use skip counting to quickly count
by same factors, such as 2, 5, or 10.)
Show sample student work and analyze student work.

Answer could be “Alex skip counted to find the total number of

oranges”.

Instruction:
Present the Visual Learning Bridge on the board and have students
turn to page 178 so they can follow along with.
Problem: A scientist on a boat is studying hammerhead sharks. The
length of 6 hammerhead sharks lined up nose to fall without gaps is
equal to the length of the boat. How long is the boat?
- Why do you multiply in this example? [I multiply to find the
total length of the boat, which is the length of 6 hammerhead
sharks.]
What are the different ways you can solve the problem? As we can
see there are two ways. One way is that we can use bar diagram to
solve the problem. Another way is using array.
- How does the bar diagram show the multiplication problem?
 [It shows that there are 6 groups and 5 in each group.]
- How many times do you skip count by 5s to find the product?
[6]
- Why do you need to add the products to find the total?
[Because each product shows one part of the array that has
been broken apart].

Remind students that these two ways of multiplying are strategies

for finding products. Point out that both strategies result in the same
answer.

Convince Me - Students will turn and talk and work on the Convince
Me portion. How can knowing the product of 5 × 6 help you solve 6
× 5?
Have students to share their answer when they finish.
Answer could be: Changing the order of the factors does not
change the product. 5 × 6 = 30, so 6 × 5 = 30.
Remind students that the Commutative (Order) Property of
Multiplication says that changing the order of the factors does not
change the product. By applying this property, students know that 6
× 5 = 5 × 6.
Guided Practice:
Questions #1-8. (page 179)

Question #1: What two known facts can you use to find 3 × 5?
Explain that to find 3 × 5, we can break down the factor 3 into two
smaller numbers. Ask students which two numbers we can break
down. (Answer should be we can break 3 up into 1 and 2) So the
two known facts are 1 × 5 and 2 × 5. And then combine these two
facts. We know that 1 × 5 = 5, and 2 × 5 = 10. If we add these
results together (10 + 5), we get our final answer. Remind students
that this method helps us break down a larger multiplication problem
into smaller, more manageable parts.

Question #2: How could knowing 7 × 5 = 35 help you find 9 × 5?

Explain that since we know that 7 × 5 = 35, we can use this known
fact to help us find 9 × 5. Think of it this way: 9 is 2 more than 7,
and we’re multiplying by 5. Because 9 is 2 more than 7, we can
think of 9 × 5 as 7 × 5 plus 2 × 5. So 9 × 5 is the same as 7 × 5 + 2
× 5. We already know that 7 × 5 is 35, and 2 × 5 is 10. By adding 35
and 10 together, we find that 9 × 5 equals 45. (Sample answer:
Knowing 7 × 5 = 35 helps if you also know 2s facts. You can use 2
 × 5 = 10. Then add 35 + 10 = 45)

Continuing finish questions 3-8.

Quick Check #9, 15 & 22.

Students will work on questions #9, 15, & 22 first. When students
complete, the teacher will check their answer and check for their
understanding. They can go back to their seats if they are correct
and finish the rest of the questions independently (pg. 179-180) If
students answer incorrectly, they will be pulled into a small group
and work on Reteach with teacher.

Learning Task

After this activity, the teacher will check each student’s work when
they are done. Based on observations, focus on finding appropriate
Closing /
multiplication equations to describe the problem. If needed, show
Debrief
and discuss the work at right. And distribute post-assessment
worksheet.

- Post-assessment worksheet
Assessments - Practice Buddy at SavvasRealize.com (also post on google
classroom)

Differentiation
For the students who answer incorrectly on quick check #9, 15 &
22. Have them as a small group, give each student a small white
board and marker, the teacher will reteach.
 For enrichment, they will finish the enrichment worksheet.

Academic Skip counting, array, equal groups, distributive property,

Language commutative property, bar diagram.