Multiplication and Division

Contributor: Montavious (Ortez) Thomas Sample NearPod Lesson

In this unit, third grade students will learn how to fluently use multiplication and division in real world situations, related to grouping and separation of objects. Students may not understand the relationship between addition and multiplication, and subtraction and division. The students will have learning experiences through hands-on group activities, virtual guided lessons, and class conversions between multiplication and division. This unit’s activities will help guide students with fluent progression using multiplication and division with everyday objects. Multiplication and division are used on a daily basis, in which conversion and estimation are needed readily available. Once students recognize how to fluently use multiplication and division, they will be able to convert data, rapidly estimate numerical data, gather and separate numerical data, and complete the fluent foundation of the basis for their future in mathematics.

Representing and solving problems involving multiplication and division are learning expectations outlined in Common Core Mathematics: Operations and Algebraic Thinking, Standards 1, 2, and 3.

1- Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

2- Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

3- Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

4- Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

ASSURE Lesson Plan Template

Multiplication Strategies

Name: Montavious Ortez Thomas Subject Area: Mathematics Duration of Lesson: 60 Minutes Grade Level: 3rd

General Characteristics Analyze learners

There are a total number of 16 students in the class. Out of the 16, four are males, 12 are females, with two EL students, one boy and girl, along with a variety of races. The races are African American, African, European American, and Hispanic Americans. These students range from ages 9-10 years old, in the 3rd grade. The English Language Proficiency is currently at a level 3. The students are developing a deeper understanding of the English Language, however, they are behind and do not know a lot prerequisite material for the third grade. The students’s conversation and academic English is minimal and below grade level. Most of the students cannot not fluently read, lack true phonic awareness, and have a hard time with 3rd grade phonics. This is evident in reading aloud, personal conversation with the students, and in their spelling and writing.

Curriculum Competencies

To complete this lesson, students will need to know how to add, the foundational principals of skip counting, and how use manipulative to visually represent Mathematical equations.

Technology Competencies

To complete this lesson, students will need to know how to navigate a laptop and how to create tables to visually represent arrays using Microsoft Word, Apple Pages, or Google Docs.

State & NETS*S objecOves

3.OA.A.3- Use multiplication within 100 to solve problems in situations involving equal groups and arrays, by using drawing and visual representation for the problem.

ISTE Standard

5.c. Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

Behavioral Objec1ve:

Given a laptop with access to Apple Pages, MicrosoT Word, or Google Docs, the learners will create visual representaOon of mathemaOcal equaOons using groups and arrays in order to demonstrate how they would solve word problems. The students will complete within their groups 3 of 4 word problems, accurately, that represent the equaOon.

Language Objec1ve:

Key Vocabulary: array, grouping, product, multiple, by, times, lots of, total, product

Academic Language Functions

To express true understanding of the lesson, students are encouraged to use the following vocabulary terms in explaining their representation of equations up to 100. The students will use their understanding of multiplication to complete 3 of 4 equations accurately, provided access to Apple Pages, Google Docs, and Microsoft Word.

The vocabulary terms will be discussed in our morning meeting. These term will be issued as a word search to get the students engaged. Afterwards, we will discuss, so the students have a better understanding to describe their thinking and creative process when presenting. A short video will follow the discussion of the terms, so that the application of the terms are used in ways of context to the students.

Select instrucOonal methods, media, and materials -20 handouts for student work in a group setting (student centered)

-20 word search, multiplication (student/teach centered)

-20 pencils (student centered)

-20 dry erase boards (student/teach centered)

-20 dry erase markers (student/teach centered)

-20 paper towels/napkins to erase (student/teach centered)

-40 dice for creating arrays and grouping (teacher/student centered)

Technological Materials

-20 Laptop devices (student centered)

-Wi-Fi/internet connection (student/teach centered)

-Apple Pages, Microsoft Word, Google Docs (student/teach centered)

-Interactive Whiteboard (teach centered)

-Dry erase board (student/teach centered)

-Projector, so students can present (student centered)

-Printer with color ink and paper (student centered)

-Mr. Pearson Teaches 3rd Grade. (2015, July 21). Learning to Multiply using Multiplication Strategies - Mr. Pearson Teaches 3rd Grade. Retrieved from https://www.youtube.com/watch?v=vczu9agvF4g (Student Centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

All technology materials will be charged, readily available at the students desks, and connected to media streams for direct use during the lesson.

Classroom

The lighting will be the responsibility of the student closest to the light. They will turn the lights on and off when necessary. All materials will be aligned with the students at their desks, along with writing utensils inside their desks.

Learners

• Introduce the lesson and vocabulary terms with word search, following up with a reference video for the terms and intro to the lesson (crossword, video)

• After we discuss each word on reviewing the word search, the class will add these terms to our word wall.

• As a class, the teacher will open Apple Pages, Microsoft Word, Google

Docs so the students will have an idea of where to locate this the applications

• We will further investigate how to use pictures, grouping, and arrays as a class with visuals on the interactive white board.

• As we work through the problems, students will use their dry erase boards to write equations for the sample problems we do on the board as a class, as we roll dice to give us two factors that the students will use to create equations and allow us to use as examples for creating visual representation.

• Students will then divide into 5 groups at one of the four corners of the class and one in the center.

• Group of students will compose their own visual representation of the dice they rolled, that goes along with the worksheet, and use Apple

Pages, Microsoft Word, Google Docs

Require learner parOcipaOon After the students have been instructed on how to use the technology, they will then get into 5 groups of 4 (depending on the number of student in attendance, max 4 min 2). The students, in groups, will use their pencils, handouts, dice, and laptops to discuss and create their visual equations. In the groups, the students will roll their dice to come up with random equations, (e.g 2x3) to create visual groups and/or arrays for their random equations. Students will be asked to roll the dice individually for the four equations and their visual representations, whose product is less than 100.

Once completed, the groups of students will log into their laptops and pull up the Apple Pages, Google Docs, or Microsoft Word. The group of students will then create 4 arrays or groups. The students must correctly and provide the teacher with evidence of completion, then print. Once completed, the students may continue to practice creating visual, until the whole class is finished. The last portion of the lesson will be used for group presentations of their visual equations. The students in the presenting group will display using the projector to show their visual representation of each equation. The students will be graded on their completion of the 4 equations, the correctness of their composed word problem, and their effort to participate within their group.

If a student is showing signs that they do not understand the objective (solving multiplication problems within 100 using arrays and grouping), ask one of the group members who is proficient to explain to the students with their thought process instruction or examples of what they did. If peer tutoring does not work, provide the student with examples and instruction for strategies they could use. If the student still does not understand, you can have the student work a problem the teacher created and work through the problem with those students.

Formative Assessment (Process):

Formative assessments used in this lesson include observation of group participation while composing equations with the dice, completion of the groups and arrays created, and presenting of their composed equations. Students will demonstrate understanding by working together. This expectation helps forms their own equations and also working to complete at least 3 out of the 4 created problems correctly. Students will be graded individually and then as a whole group. The formative assessment will take place as the group is working together to write a problem, complete the 4 equations, and then as they are presenting. I expect all students to participate and collaborate with each other and putting forth effort in completing the assigned task. While presenting, students will talk at least once either reading the problem, tell why they chose the design (array or grouping) to explain their equation, how the equation should be written in standard form, or how they came to their conclusion that the product is accurate. I will provide the students with verbal feedback, directly after their presentation. Students will have constructive criticism and ways they could improve. If the objective is not being met by 75% of the class, then the lesson should be stopped and readdressed to identify and correct any misconceptions that the students have. If a student is not meeting the proficiency level throughout the formative assessments, then the student either needs additional instruction or needs to work through problems alone, rather than with a group if he/she is not willing to participate. This will help me identify how to best help the student navigate through problems later, that involves group work.

Summative Assessment (Product):

The summative assessment will be the combination of the group’s effort and correctness of their composed equations, the completion of at least 3 out of the 4 practice equations correctly, and the presentation of their work. The students will receive a grade for their work effort within their group, the group’s creation of a created equation, the completion and correctness of the practice problems, and the student’s role in the group presentation. The student’s work will document the student’s ability to create equations to solve problems using arrays and groups (TN Math standard 3.OA.A3) and the ability for students to use technology to develop descriptive modes to facilitate problem solving (ISTE 5.c). It will also document the student’s ability to operate a laptop and use software to create visuals that explain their equations.

Media Share Resources

Keep Kids Engaged in Learning Activities-

The students will use the games to actively use in the classroom. The students can use centers and different stations to complete a multitude of ideas in the class. However, the students will be able to obtain and review the same information in different ways. It can also allow the students to review their freedom of choice in the class, to better assist them in a variety of ways, in which they choose, the best understanding of multiplication and division. Through these activities, I can gauge my lessons and how to deviate or incorporate these understandings and concepts when moving forward in mathematics. This will allow students to view the relationship between multiplication and division properties, while having unknown factors. (3.OA.C.6)

Staake, J. (2019, December 23). 21 Third Grade Math Games To Keep Kids Engaged in Learning. Retrieved August 27, 2020, from https://www.weareteachers.com/third-grade-math-games/

Learning Division 2-3 grade

Let’s get familiar with division. In this video, students will have the opportunity to look at division from different ways to write number sentences, vocabulary, and how to break down a multiplication problem. This also will help achieve the standard completion of (3.OA.A3).

Math & Learning Videos 4 Kids. (2015, September 24). Learn Division for Kids - 2nd and 3rd Grade Math Video. Retrieved from https://www.youtube.com/watch?v=gjqxhtjyfC4

Learning Multiplication

This informative video is very detailed. It allows the students to see multiplication explained. Not only is it explained, but it also provides students basic strategies to understand how to multiply, or understand multiplication through visualization. It also will allow students to visually see the concepts of the vocabulary for this lesson and help with lessons for standard (3.OA.A.3).

Mr. Pearson Teaches 3rd Grade. (2015, July 21). Learning to Multiply using Multiplication Strategies - Mr. Pearson Teaches 3rd Grade. Retrieved from https://www.youtube.com/watch? v=vczu9agvF4g

Math Playground

The students will be able to actively play games that will engage their memory. They will have opportunities to see how the relationship between different numbers become fact families in multiplication and division, as they were in addition and subtraction. This activity will help students fluently multiply and divide numbers up to 100, which is a standard that will be taught later to the students (3.OA.C.7).

Math Playground, LLC (2020). Penguin Jump Multiplication. Retrieved August 27, 2020, from https://www.mathplayground.com/

Photo Math

Through this application students will be able to have access to helpful descriptions on how to complete mathematical equations. Especially division as we progress and develop an understanding of division.

Parents will be able to review this with their students, when they are home, for a rapid explanation, in a time where time is valuable. Virtual learning is hard, and I am sure it is especially hard for primary students. This app will be most helpful to the family, for ah-ha moments, of pieces of math they may have forgotten. While this application will cover almost, if not all types of mathematics equations, it allows students and parents to review and see problems with explanations in real time. (Operations and Algebraic Thinking)

Photomath, Inc., (2020). Photomath. Application. $0. Aug 27, 2020 from https://apps.apple.com/ us/app/photomath/id919087726.

Splash Math (Grade 3 Math)

This game is a great way for students to review math in the palm of their hands. With this game, it allows the students to fluently learn and review multiplication facts. This too will help students transition from memorizing, but fluently divide and multiply up to 100 (3.OA.C.7).

StudyPad, Inc., (2020). Splashmath, 3rd Grade Math Games for Kids. Application. $0. Aug 27, 2020 from http://apps.apple.com/us/app3rd-grade-math-games-for-kids/id449564960