Brittany Sullivan

Topic: Multiplication
Standard: CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using
strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 =
40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.9 Identify arithmetic patterns (including patterns in the addition
table or multiplication table), and explain them using properties of operations. For example,
observe that 4 times a number is always even, and explain why 4 times a number can be
decomposed into two equal addends.
Objective: SWBAT accurately use different strategies used to find a solution to a multiplication
problem by using popsicle sticks and white boards 9 times out of 10.
SWBAT correctly identify arithmetic patterns and explain them by oral discussion in a group 4
times out of 5.
Materials Needed: White board, marker, eraser, colored popsicle sticks
Gain Attention: Teacher: Would you like to learn a strategy and trick to do multiplication that
will make you do problems faster?
Prior Knowledge: Multiplication, perfect squares, grouping, repeated addition, division
Input/Modeling: I will show them how to multiple 2-3 digit in a semi-concrete way using sticks.
I will also teach them the 9s trick by using their fingers. I will tell them how the strategy and
trick can help them solve problems (faster, thinking about the process).
Check for Understanding: I will have the children do a few problems using the 9s trick, and
using the sticks.
Guided Practice: The children will do the 9s trick and sticks with me. Then gradually they will
do it on their own. We will do the 9s first and then do the sticks. We will have 2 digit numbers
multiplied by a single digit, a 3 digit number multiplied by a one digit, and two 2 digit numbers.
Independent Practice: I will give them more questions to do. They will demonstrate how to use
the strategy and trick.
Assessment: At the end of the lesson, students will teach each other the arithmetic patterns used
in a discussion.
Closure: I will tell the children how using the strategy and trick
Reflection: Today I taught the 9s finger trick. J really understood it. I think it really helped him
know how to do something that he doesnt know how to do. M showed me different ways to do
it. He was showing me his tricks. Like 9*9=81 by doing 10*8=80 then adding one more to get
81. But it is all about how to get the9s to come back to 9. It doesnt make sense to me, but that is
the way he knows how to do it.
M really understood how to do the multiplication in a semi-concrete way. J didnt participate
very much. He had no interest. I also only got to through part of my lesson. I think next time, I
will go over it again but more of a game. I also wont have them work on white boards. J was
drawing more than paying attention to what I was teaching. I need to make it more exciting for J.
I know he likes Dr. Who, scooters, bikes, and the color blue. I might also use play dough,
because J like to touch his erasers in his desk.

Brittany Sullivan
Topic: Multiplication and Division
Standard: CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using
strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 =
40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
Objective: SWBAT accurately use multiplication strategies to play the game by using dice and
to multiply their two rolls 9 times out of 10.
SWBAT correctly divide the product to the hp on a Pokmon card to get a quotient 8 times out
of 10.
Materials Needed: Pokmon cards, dice, popsicle sticks, Starbursts
Gain Attention: Teacher: Would you like to help Pokmon today?
Prior Knowledge: Multiplication, perfect squares, cubes, grouping, repeated addition, division
Input/Modeling: I will go over the semi-concrete way to multiply, then go over some division. I
will teach division, by putting the sticks into groups.
Check for Understanding: They will use popsicle sticks to show me how to solve
multiplication and division problems.
Guided Practice: Together we will take turns rolling the dice to multiply. We will solve the 3
problems together. Then we will also divide those 3 products by a number I pick out.
Independent Practice: We will play a game about Pokmon. They are being feed, based on how
much they work (hp). We need to roll two dice twice to see how much food is given to them.
Then we have to divide the product with the hp to see how much food they get at a time. I will
pull the card out and each child gets to roll the dice once. Then they will use the popsicle sticks
to find out the answer. Then when they figure out the problem, they can feed the Pokmon. At
the end, they can eat some Starbursts.
Assessment: On the last card, students will tell me show me how to use the sticks to multiply to
get some candy.
Closure: I will review how to multiply and divide by using the sticks.
Reflection: Today I played a game. We feed Pokmon by multiplying the numbers we rolled by
using dice, and dividing the number by one of the factors used to get the quotient. It was a
success. They counted Pokmon and doing math to feed them. Even though there were times
where J would pick things that fell down, he was really into finding how many jellybeans were
needed for the Pokmon.
Next time I would change the location. I would not be in the music room. The stands are
great for singing, but objects kept falling and J kept picking them up, even though I would say
we can get them at the end. Also J had a really hard time answering some of the problems. He
was so into feeding the Pokmon, that he would just use Ms answer. I did try to ask James how
he got his answer. J would just multiply. Also I would show J how to do it. M also taught J how
to do it as well. M was really on task. He could do the problems by mental math.

Brittany Sullivan
Topic: Multiplication Bingo
Standard: CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in a
multiplication or division equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations 8 ? = 48, 5 = _ 3, 6
6=?
CCSS.MATH.CONTENT.3.OA.B.6 Understand division as an unknown-factor problem. For
example, find 32 8 by finding the number that makes 32 when multiplied by 8.
Objective: SWBAT correctly answer multiplication and division questions 9 time out f 10 by
using the semi-concrete strategy.
Materials Needed: bingo boards, M&Ms, popsicle sticks, Pokmon cards, dice, starbursts
Gain Attention: Who wants to play bingo?
Prior Knowledge: Multiplication, perfect squares, grouping, repeated addition, division
Input/Modeling: I will review how to use the sticks in a semi-concrete way.
Check for Understanding: We will do some Pokmon feeding.
Guided Practice: We will play a game about Pokmon. They are being feed, based on how
much they work (hp). We need to roll two dice twice to see how much food is given to them.
Then we have to divide the product with the hp to see how much food they get at a time. I will
pull the card out and each child gets to roll the dice once. Then they will use the popsicle sticks
to find out the answer.
Independent Practice: We will play bingo. They will have sticks to use to do their work. I will
make bingo sheets, and make questions to get the answers selected on their bingo sheets. There
will be multiplication facts that they had trouble with and products that come from 2 digits and 3
digits multiplied by a single digit.
Assessment: Being able to correctly find the solution to the math problem in bingo.
Closure: I will review the concepts that are still not understood.
Reflection: Today the lesson went well. We finished the Pokmon game to review multiplication
and division. They were able to see how to use the sticks again. This went well, because it was a
good way to review how to do the math before they did it on their own. They were both engaged
in the games. M was able to find the solutions to the problems without thinking. J had to go
through the process step by step. M would help. They both got Bingo, so there were no hurt
feelings.
If I were to change what had happened, I would have J use the sticks more. I feel like even when
we were just marking the answer with the M&Ms, he would look over to see what the answer is.
This is why I did it step by step with him. I would have had J do it more on his own as we went.

BINGO!!!!
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BINGO!!!!
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Free
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