Multiplication Unit Instructors Manual

Running head: MANUAL
INSTRUCTORS MANUAL: Introduction to Multiplication

Amy Maddocks
Student ID: 000355498
Mentor: Marty DeWindt
TAT2 Technology Production, Task 3
November 14, 2014
MANUAL
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Instructional Unit Overview
This instructors manual, created by Amy Maddocks, can also be viewed as an electronic
version at http://multiplicationintro.weebly.com/. In order to access all of the technology
resources within this unit, the instructor will need to be able to open Microsoft Word documents,
Microsoft PowerPoint presentations, Smart Exchange Notebook files, and will also need a paid
subscription to BrainPop Jr. to access all of the videos. Adapted Mind software is free to use
with an account. The Multiplication Rock video can be purchased or viewed on Youtube.
Finally, the Eggspert game system used in the unit is also a paid resource. All links to purchase
and/or download the products are in the reference section.
Instructional Goal
In this unit, students will have the opportunity to use the UPSL (Understand, Plan, Solve,
Look back) strategy to solve math problems in multiplication. They will practice responding to
free response questions, either orally or in written form. Students will use multiplication as
repeated addition, arrays, and to compare things. Students will also write multiplication stories.
The lessons and activities in this unit incorporate Department of Defense Dependent Schools
(DoDDS) ELA and math standards (DoDEA Mathmatics Standards, 2009).
The instructional goals for this unit include an increase in proficiency of providing free
response answers, in a satisfactory manner, either orally or written. Instructional goals also
include using the UPSL strategy to solve math word problems, communicating thinking through
solving math operations, and explaining in writing how a problem was solved. When finished
with the unit, the students will be able to recall the definition of mathematical terms, describe
equivalent sets, model, create, & describe multiplication situations, and use repeated addition to
solve problems of equal groups.
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Intended Audience
This unit is designed for the target population of third grade, but can be modified to meet
the needs of second and fourth grade students as well. The instructional setting is a selfcontained classroom of a DoDDS school in Okinawa, Japan. The school services all four
branches of the United States Military. Learners in the classroom range between seven and nine
years old in a classroom of 20 students. English is spoken in 91% of the homes while 9% speak
English as a second language. Fifty-five percent of the learners are female; forty-five percent are
male. The classroom consists of 60% Caucasian, with the remaining 40% consisting of African
Americans, Pacific Islanders, Hispanics, and American Indians. Gifted students make up 29% of
the group. Students who receive pull-out services for a learning or speech disability comprise
24%. Students who receive supplemental support in reading or math make up 23%.
Length
This is a six lesson instructional unit that introduces the concepts of multiplication. Each
lesson is around two hours in length, so the lessons can be divided to complete over a period of
10-12 school days. The entire instructional unit is 11 hours and 30 minutes in length.
Delivery Approach
The six lessons will be taught to the entire class using direct instruction, with activities being
broken up into partner work or small group work. The lessons are composed of class discussions,
worksheets, technology integration, kinesthetic activities, and observations. The lessons have been
created to be engaging and interactive for students. Multiplication is often a difficult concept for
students to learn. The lessons in this unit have been designed to teach the whys of multiplication to
keep students engaged and help them retain the information instead of just memorizing.
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Instructional Sequence
The instructional sequence for this unit of instruction is six lessons to be followed in
order of numerical sequence. A variety of instructional strategies will be used to teach the unit.
Accessing prior knowledge is an important instructional strategy because it allows the teacher to
identify specific areas of focus needed to cover throughout the unit. Visual stimulation activities,
such as viewing videos, PowerPoint lessons, and projecting images on a screen make lessons
more meaningful. Kinesthetic activities such as using counters, grouping objects, and using
game pieces will make the learning more effective for kinesthetic learners. Multiplication facts
set to music will aid students in remembering each fact, therefore improving their memorization
skills. Using Internet based games that give virtual awards for accomplishing tasks will also
make learning more meaningful and engaging.
Instructional Materials
The following materials are needed for the Multiplication Unit of instruction.
Smart board or screen (Smart Exchange, 2012)
Projector
Document Camera (ELMO)
Two-color counters
Items in clear bags showing groups
Paper and pencils
Math journals
Number cubes
Individual whiteboards
Dry erase markers
2 or 3 pictures showing arrays
2 or 3 pictures showing grouped objects
Internet access
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Eggspert Game System
PowerPoint: Introduction to Multiplication
Smart Exchange Lesson: Multiplication Intro
Smart Exchange Lesson: Arrays
Smart Exchange Lesson: Multiplication Review
Video: School House Rock: Multiplication Rock
Brain Pop Jr. Video: Making Equal Groups
Brain Pop Jr. Video: Repeated Addition
Brain Pop Jr. Video: Arrays
Brain Pop Jr. Video: Multiplication
Lesson Overviews
In lesson one, students will be learning about multiplication as repeated addition. The
lesson will review grouping objects and will introduce how to use repeated addition to solve
problems of equal groups. In lesson two, students will be learning about arrays. The students
will use counters to show arrays and write multiplication sentences to find a product. The focus
will be on what arrays are and how they show multiplication. In lesson three, students will be
using multiplication to compare. They will model, write, and solve multiplication sentences to
compare amounts. In lesson four, students will write stories with math problems for given
multiplication facts. They will recognize situations in which multiplication can be used to join
equal groups, count objects in an array, or compare two quantities. In lesson five, students will
use objects, words, pictures, and numbers to give a written explanation showing their thinking
using the UPSL strategy. Last, in lesson six, students will review how to find patterns and use
counters to find multiplication facts for 10.
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Assessment Overview
At the end of each lesson, students will answer questions on a written assessment, answer
free response questions in their math notebooks, or create diagrams to show their understanding.
After completing the last lesson and doing a review with the Multiplication Rock video, students
will be given a final assessment that guides them to evaluate a problem and explain what is
wrong with the wording of said problem. They will then have the opportunity to use the UPSL
strategy to show they understand how to create a problem to fit a given number sentence, solve
the problem, and explain their thinking. A rubric is provided to grade the final assessment.
Plan of Instruction
Constructivism is the learning theory used in this unit of instruction. Students will model
and demonstrate different concepts throughout the entire unit, showing active participation.
They will have opportunities to discuss and reflect on concepts with partners, groups, and as well
as during classroom discussions.
The instructional strategies used in the unit are based on Gagnes Nine Events of
Instruction (Gagne, 1985). At the beginning of each lesson, the teacher will activate prior
knowledge and gain attention by using pictures, diagrams, or discussion about previous
knowledge. To present the stimulus material, the teacher will show short videos, PowerPoint
presentations, or Smart Exchange lessons. To provide learning guidance, the teacher will roam
the classroom to check for understanding, guide group discussions, and provide assistance if
needed. Students are expected to perform various tasks and activities. These tasks and activities
will be done in collaborative groups, with partners, or independently, demonstrating specific
knowledge on the topic. Feedback should be provided during the time the teacher is roaming the
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classroom checking for understanding. At the end of each lesson, students will answer questions
or complete diagrams, demonstrating understanding of the topic presented. Also, upon
completion of the unit, an assessment will be administered which will require a written response
to measure their performance, knowledge, and skills on the topics learned throughout the unit.
Instructional Materials
Lesson assessments
Two-color counters
Items in clear bags showing groups
2 or 3 pictures showing arrays and grouped objects
PowerPoint: Introduction to Multiplication
Smart Exchange Lesson: Repeated Addition
Smart Exchange Lesson: Arrays
Smart Exchange Lesson: Multiplication Stories
Video: School House Rock: Multiplication Rock
Brain Pop Jr. Video: Making Equal Groups
Brain Pop Jr. Video: Repeated Addition
Brain Pop Jr. Video: Arrays
Brain Pop Jr. Video: Multiplication
Physical Resources
Smart board projection system
Paper and pencils
Student computers
Math journals
Internet Access
Number cubes
Individual whiteboards for students
Dry erase markers
Eggspert game system
ELMO or document camera
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Lesson Plans
Lesson 1: Multiplication as Repeated Addition
Lesson Overview: This lesson will review grouping objects and will introduce how to use
repeated addition to solve problems of equal groups.
Resources/Materials Needed:
Instructor
o Smartboard with projector
o Two-color counters
o Items in clear bags showing groups
o Paper for ELMO projector
o Microsoft PowerPoint Lesson: Introduction to Multiplication
o Access to BrainPop Jr. Videos online (Brain Pop Jr Math, 1999-2014)
o Smart Exchange Lesson: Multiplication Intro (Smart Exchange, 2012)
Student
o 20 counters per pair
o Paper & pencil
o 1 number cube per pair
Lesson Standards:
3.M.1d: identify multiples of a given number and describe their characteristics

(Mathematic Standards, 2009)
Lesson and Performance Objectives:
Given paper and pencils, students will write multiplication sentences for equal group
situations with 100% accuracy.
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Given counters, students will be able to model equal groups, use repeated addition, and
write multiplication sentences to find the total, with 100% accuracy.
Time: Approximately 2 hours

Step 1: Pre-instructional activities:
Teacher will set the purpose by stating: Today you will learn how multiplication is like
repeated addition and how you can use that information to solve problems.
Teacher will connect prior learning by asking students to name items that come in
packages that have more than 1 item in a package. Discuss and show items in bags.
Teacher will pose the following problem: Mr. Jones bought 3 boxes of crayons with 12
crayons in each box. Ask: How can you use counters to find the total number of crayons?
Distribute 20 counters per partnership. Students work in pairs to solve the problem, and
then discuss their methods. [36 crayons]
Teacher will point out that the problem can be solved using repeated addition.
o
[12 + 12 + 12 = 36] Write this on the board or use the ELMO.
Step 2: Content Presentation:
Teacher will present the following information: The problem about the crayons we just
solved is about equal groups so you can use multiplication to find the total.
Teacher will show the PowerPoint presentation: Introduction to Multiplication
Teacher will discuss what was learned from the presentation.
Teacher will stress the fact that multiplication can be done because the groups are equal.
Teacher will go over the following vocabulary words:

o Multiplication is a quick way to add the same quantity many times.
o Factors are the numbers that are multiplied together.
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o Product is the answer in multiplication.
Explain: To learn more about making equal groups, we will watch a Brain Pop Jr. video
called Making Equal Groups.
o Have students come to the Smart board area
o Watch the video (5 minutes)
o Check for connections the students might have with the video by asking if there
has been a time when theyve had to make equal groups.
o Talk about how we use equal groups every day.
o Display the quiz at the end of the video and complete as a class (not for an
assessment score). Allow students to come up to the board and choose the correct
answers and discuss (about 10 minutes).
Show another Brain Pop Jr. video called Repeated Addition.

o Repeat the above directions for the video participation.
o Discuss and show how repeated addition is the beginning of using multiplication.
Teacher will then write problems for students to come to the Smart board and solve.
Show them how to make equal groups using counters and pictures, then show them how
to write an addition sentence and multiplication sentence for each problem.
Step 3: Learner Participation:
Teacher will excuse students to go back to their desks
Distribute paper, pencil, and counters per partnership
Students will do the following problems with their partner:
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o There are 4 jars of paint in each of 3 boxes. Use counters to find the total number
of jars. Then, draw a picture and write both an addition sentence and
multiplication sentence to solve.
o Ms. Smith bought 5 packages of paintbrushes. Each package had 6 paintbrushes
in them. Use counters to find the total number of paintbrushes. Then, draw a
picture and write both an addition sentence and a multiplication sentence to solve.
o Teacher will guide students as they work and provide feedback.
Error Intervention: If students use the number of packages (or boxes) for the addition
sentence rather than the number of paintbrushes (or jars), do the following:
o Ask: Lets look at your counters that youve organized. How many packages or
boxes are there? How many (jars or brushes) were in each? Look at your picture
(correct if wrong). Add to find the total number. How many times did you add?
Why? Discuss.
Early Finishers:
o Introduce a game: play with a partner, on each turn a student tosses a number
cube and draws that many circles. The student tosses again and draws that number
of Xs in each circle. The player states the multiplication sentence and gets the
same number of points as the product. The next player follows the same steps and
the first one to reach 100 points wins.
Step 4: Assessment:
The assignments done during the learner participation will be collected and used for
assessments to measure the students mastery of writing multiplication sentences,
modeling equal groups using counters, and finding totals.
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After about 30 minutes of practicing with the counters and drawing pictures, the teacher
will collect supplies and distribute an assessment with a few questions involving number
sentences and one question asking for a written explanation.
o Written explanation question: In what ways are addition and multiplication alike?
In what ways are they different? Explain your thinking.
Step 5: Follow-through Activities:
Discuss with the class when they might use repeated addition in the real world. Discuss
how using multiplication is quicker and easier once youve learned the facts.
Review the three vocabulary words and discuss.
Teacher will ask students to watch for situations at home and shopping where they notice
repeated addition and multiplication are used.
o Students are to make a list of at least three situations of the above examples.
o Be prepared to share these with your group during the beginning of the math
lesson the next day.
Teacher will have the class participate in the Smart Exchange Lesson: Multiplication
Intro, to review what was learned in the days lesson.
Integration into the next days lesson:

o Discuss with your group the situations you observed after school.
o Each group will choose one example to share with the class.
o Teacher will ask four-five students to share with the class.
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Lesson 2: Arrays and Multiplication
Lesson Overview: Students will use counters to show arrays and write multiplication sentences
to find the total. The focus will be on what arrays are and how they show multiplication.
Instructor
o Paper for ELMO projector or Smart board writing access
o Smart Exchange Lesson: Arrays
o Access to BrainPop Jr. Videos online (Brain Pop Jr Math, 1999-2014)
o Eggspert Game System (Educational Insights, n.d.)
Student
o 20 counters per pair
o Paper & pencil
Lesson Standards:
3.E.2b.5: Use varied grade-level appropriate word choices. (English Langauge Arts,
2009)
3.M.2d: Solve open sentences by representing an expression in more than one way using
the Commutative Property of Multiplication (Mathematic Standards, 2009)
Given paper and pencils, students will be able to write multiplication sentences for arrays
and use arrays to find products with 100% accuracy.
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Given examples to work through, students will be able to use the Commutative Property
of Multiplication in their work with 100% accuracy.
Given counters, students will be able to model arrays and the Commutative Property of
Multiplication and write multiplication sentences to find the total, with 100% accuracy.

Teacher will set the purpose by stating: You have already learned how to make equal
groups with counters and multiply to find a product. Today you will learn how to use a
different model for multiplication.
Teacher will connect prior learning by asking students to think about things that are
arranged in rows, like eggs in a carton. Ask them to name some others. [Stamps, people
in a parade, a coin collection display, etc.]
Teacher will pose the following problem: Joe puts his Pokmon cards in an album. He
puts 4 rows of cards on each page, and he puts 3 cards in a row. How many cards are on
each page? Have pairs of students work to solve the problem using any method they
choose (counters, pictures, etc.). Ask them to write their work on paper. Discuss their
methods with the class after they have finished [12 cards].
Remind students that they learned how to write a multiplication sentence for problems
involving equal groups already. Ask: What multiplication sentence can you write to find
the total of 3 groups with 2 cards in each? [3 x 2 = 6]
Introduce arrays to the students by showing them the Smart Exchange Lesson: Arrays
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o Arrays show equal rows of objects.
o Commutative Property of Multiplication says you can multiply numbers in any
order and the product is the same.
Now that students have been introduced to arrays and have worked through the Pokmon
card problem, work through the problem as a class. Have pairs use their counters to
model the cards and ask how many rows they made [4 rows]. Ask how many counters are
in each row [3 counters]. Ask: What multiplication problem can you write to help you
solve this problem? [4 x 3 = 12]
Explain: To learn more about arrays, we will watch a Brain Pop Jr. video called Arrays.
o Have students come to the Smart board carpet
o Talk about how we use equal groups every day.
Teacher will then display counters to show 5 rows of 4. Write a multiplication sentence
for the array. Then show them counters of 4 rows of 5. Ask what they notice about the
product. [they are the same]
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Distribute paper, pencil, and counters per partnership
Students will do the following problems (projected) with their partner:

o Scott keeps his CD collection in a holder. The holder has 6 rows. Each row holds
5 CDs. How many CDs are in Scotts collection? [30] Have students write
multiplication sentences to show the problem.
o Julia has 3 rows of stickers. There are 3 stickers in each row. Write an addition
sentence and a multiplication sentence to show how many stickers Julia has. [9]
o Teacher will guide students as they work and provide feedback.
Remind students that an array can show two multiplication sentences based on the
Commutative Property of Multiplication. Show examples if needed.
Collect the counters and have the students work individually on the following problems:
o Draw an array for the following problems and find the product:
2 x 4 = ?, 5 x 3 = ?, 2 x 7 = ?, 3 x 6 = ?, 4 x 4 = ?, 5 x 2 = ?
Step 4: Assessment:
assessments to measure the students mastery of writing multiplication sentences using
arrays and using counters to assist in their work.
After the class has completed the examples and turned their work in, the teacher will
distribute an assessment with one question, in which they will need to score 3 out of 4 on
a rubric.
o Written explanation question: What is an array? Draw an array for 3 x 4. Then use
a related array to show your understanding of the Commutative Property of
Multiplication.
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Discuss with the class when they would see arrays in the real world.
Review the four vocabulary words and discuss.
Teacher will ask students to watch for situations when they might see arrays and ask
them to be prepared to discuss them with the class.
Students will be placed in groups of six to do rotations for review:

o Group 1: Computer math games
o Group 2: Flash card work
o Group 3: Eggspert Game with random multiplication fact questions
o Group 4 (if needed): Create number sentences with arrays in math notebook

o Discuss with your group the situations you saw arrays.
o Teacher will ask several students to share with the class.
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Lesson 3: Using Multiplication to Compare
Lesson Overview: Students will model, write, and solve multiplication sentences to compare
amounts.
Instructor
o Internet access to Adapted Mind (Adapted Mind, 2013)
Student
o Paper & pencil
o Small white boards & dry erase markers
Lesson Standards:
3.M.1i: demonstrate and explain multiplication through the use of math symbols.
Given counters and paper, students will use models and write multiplication sentences to
compare amounts with 100% accuracy.
Given multiple scenarios, students will be able to model and solve multiplication stories
that involve comparing, with 80% accuracy.
Time: Approximately 1.5 hours

Teacher will set the purpose by asking: How can you use multiplication to compare?
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Teacher will connect prior learning by asking students to think about things that are used
for comparison in everyday life. You see this whenever you hear something like Ive
read twice as many pages or Joe has three times as many cards as Scott.
Teacher will pose the following problem: Shelly found 5 snails. Tom found three times as
many snails as Shelly. How many snails did Tom find? Record your work on your white
board and hold it up when you are finished.
Once students have shared their solutions, work through the problem as a class.

o Twice is two times as many
Now that students have been introduced to comparisons, work through the following
problems as a class, calling on individual students to come demonstrate.
o Mike has 5 quarters. John has two times as many, or twice as many as Mike. How
many quarters does John have?
Display counters on the Smart board or ELMO to demonstrate.
Write multiplication sentences and point out vocabulary words.
o Find each amount: 3 times as many as 2, 2 times as many as 5, twice as many as 6

Do the following problems and turn in for assessment:

o 2 times as many as 7
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o 3 times as many as 8
o Twice as many as 6
o Twice as many as 9
o 2 times as much as 1 nickel
o 10 times as much as 1 dime
o 5 times as much as 1 nickel
o Susie has 4 dolls. Her sister has twice as many. How many dolls do they have in
all?
o A horse needs about 3 hours of sleep each day. An armadillo needs 6 times as
much sleep as a horse. About how many hours of sleep does an armadillo need
each day?
Step 4: Assessment:
assessments to measure the students mastery of writing multiplication sentences to
compare amounts.
a rubric.
o Written explanation question: Ava is 8 years old. Her parents say she can get a
cell phone when she is twice as old as she is now. Write a number sentence to
show this situation, and then solve it. Explain which operation you used and why.
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Introduce Adapted Mind: Project the Internet site and show students how to access the
site with their username and password (teacher-created previously). Show how to take
the pre-test and then do the practice questions.
Give students time to use the Adapted Mind program, whether in group rotations or in a
previously scheduled computer lab class time.
Discuss with the class when they would use comparisons outside of school.
Review the four vocabulary words and discuss.
Teacher will ask students to watch for situations when they see comparisons.

o Discuss with your group when you saw a comparison.
o Teacher will ask a few students to share with the class.
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Lesson 4: Writing Stories with Multiplication
Lesson Overview: Students will write stories with math problems for given multiplication facts.
They will recognize situations in which multiplication can be used to join equal groups, count
objects in an array, or compare two quantities.
Instructor
o Whiteboard or chalkboard
o 2 or 3 pictures showing arrays
o 2 or 3 pictures showing grouped objects
o Smart Exchange Lesson: Multiplication Review
o Eggspert Game system
Student
o Paper & pencil
o Small white boards & dry erase markers
Lesson Standards:
3.E.2a.2: Use diagrams and charts to develop ideas and make a list. (English Langauge
Arts, 2009)
Given pictures, students will be able to write stories for multiplication facts using at least
three of the five pictures presented in class, with 100% accuracy.
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Teacher will set the purpose by stating: You have learned how to use multiplication to
solve problems. Today you will learn how to write stories for multiplication facts.
Teacher will point out to students that story problems are created in daily life. For
example; If you and a friend made cookies for a bake sale, you might say the following to
find the total number of cookies you baked: Kira and I baked 12 cookies per sheet. We
baked 3 sheets. So we baked 36 cookies in all.
On the board, write 4 x 5. Ask, how can you write a multiplication story about 4 x 5?
Work in pairs to write and solve a story problem that involves these factors.
After students have had time to create their own stories, have each partnership present
their story at the board.
Show the Smart Exchange Lesson: Multiplication Review and discuss.
After students have presented their stories at the board, have the class work as a whole to
write an equal groups story. Ask the following questions:
o What kind of story will we write? [multiplication story]
o What do we know about the objects in our story? [they will be in equal groups]
o How many groups will there be? [4 groups]
o How many objects will be in each group? [5 objects in each]
Sample response [4 students went to the library. Each of the students

checked out 5 books. How many books did they check out all together?]
Link to their prior knowledge by asking: What are some different ways to think about
multiplication? [equal groups, arrays, comparing]. Then ask: How can the way we think
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about multiplication help us when we write a multiplication problem? [It can help us
choose a way to approach the problem]
Have students write two more stories for 4 x 5 using the form of multiplication they
didnt use with the class (groups, arrays, or comparing). Then discuss as a class why the
answers are always the same even though the problems may be different.
Display the pictures showing arrays and grouped objects.

o Tell the students to choose three pictures to write a multiplication story for. They
must use one for groups, one for arrays, and one for comparing.
o Walk around checking for understanding as they work.
Step 4: Assessment:
The assignment done during the learner participation will be collected and used for an
assessment to measure the students mastery of writing multiplication stories.
a rubric.
o Written explanation question: Janice wrote this multiplication story for 3 x 6.
I have 3 brothers. I am 6 years older than Joey. How old am I?
What is wrong with Janices problem? Explain your thinking. Rewrite the
story so that it works with 3 x 6.
Students will write in their math journals what they learned about writing multiplication
stories.
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Students will be grouped and go through rotations.

o Group 1: Write in math journals what was learned with writing math stories
o Group 2: Play Adapted Mind online
o Group 3: Flash card practice with partners
o Group 4: Eggspert game with teacher using multiplication facts
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Lesson 5: Writing to Explain using UPSL
Lesson Overview: Student will use objects, words, pictures, and numbers to give a written
explanation showing their thinking using the UPSL (Understand, Plan, Solve, Look back)
strategy.
Instructor
o Whiteboard or chalkboard
o Internet access to Adapted Mind
Student
o Paper & pencil
o Small white boards and dry erase markers
Lesson Standards:
3.E.2a.7: Review, evaluate, and revise grade-level appropriate writing for meaning.
(English Langauge Arts, 2009)
3.M.2e: Organize and order data in tables to discover patterns and make predictions.
Given the UPSL strategy, students will be able to write an explanation of how they
solved a problem, with 80% accuracy.

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Teacher will set the purpose by stating: Mathematical explanations can be given using
words, pictures, numbers, or symbols. A good explanation should be simple, correct,
complete, and easy to understand.
Teacher will point out to students that they have learned how to explain their thinking
about a problem, and today, they will learn how to write an explanation of how they solve
a problem.
Ask: Where in everyday life have you received a helpful explanation? Discuss
Write the following words vertically on the board: correct, simple, complete, easy to
understand.
Pose the problem: Jay needs $20.00 to buy a bicycle helmet. He earns $8.00 each week
mowing lawns. How long will it take Jay to earn the money he needs? Decide how to
solve the problem, then write an explanation of your thoughts. You can use words,
pictures, number, and symbols to explain.
Give the students time to solve the problem using their white boards and write an
explanation.
Before students share their explanations, point to the words on the board and ask them to
read their explanation silently. Using the terms, decide if you think you have a good
explanation. If not, improve it.
Give them time to think and correct. Invite students to read their explanations aloud.
Have the class offer improvements as needed. [Jay needs 3 weeks to earn the money]
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Write the following numbers on the board: 13, 15, 19, 25, . . . Ask students to describe
the pattern and write an explanation on their white boards. After enough time, have a few
students share their answers.
o Discuss with the class that a good explanation would be, The numbers in the list
increase by 2, then by 4, then by 6, and so on.
Add to the problem: Explain how you can find the next two numbers. What are they?
o Add 25 + 8 = 33 and 33 + 10 = 43.
Post another problem: Mr. Smith is setting up volleyball teams. There are 6 players on a
team. Complete the table and explain how the number of players changes as the number
of teams change:
Teams
Players 6
12
18
Discuss what a good answer would look like. [The number of players increases by 6 as
the number of teams increases by 1]
Post another problem for students to do on paper: Sue got on an elevator on the first floor.
She went up 5 floors. Then she went down 2 floors. Then she went up 4 floors and got off
the elevator. What floor is Sue on now? Tell the students to use words, pictures, numbers,
or symbols to write a math explanation.
o Possible answer: draw a table or picture
o Possible answer: Sue started on the first floor. Then she went up 5 floors, so 1 + 5
= 6. Then she went down 2 floors, so 6 2 = 4. Then she went up 4 floors and got
off, so 4 + 4 = 8. Sue is on the eighth floor.
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Class discussion:
o If you get stuck on a problem, ask yourself these questions:
What do I know?
What am I asked to find?
What diagram can I use to help understand the problem?
Can I use addition, subtraction, multiplication, or division?
Discuss the UPSL strategy, and distribute copies of the strategy blocked out on a
premade assignment (problem at the top, 4 blocks below for each step).
o Understand block = write what you know about the problem.
o Plan block = write down how you are going to solve it.
o Solve block = solve the problem.
o Look back block = check your work and make sure it makes sense. Give a written
explanation as to why your answer is reasonable.
Model thinking aloud: help students by modeling how to think about a problem. What is
this problem about? What kind of picture could I draw? How would I label the picture?
Step 4: Assessment:
The assignment done during the learner participation will be collected and used for an
assessment to measure the students mastery of using UPSL.
a rubric.
o Written explanation question: Joe got on the elevator on the 2nd floor. He rode up
7 floors, then he rode down 3 floors. Then he rode up 6 floors and got off. What
MANUAL
30
floor did Joe end up on? Draw a picture or table to help you solve the problem.
Label the picture and explain your thinking.
Students will write in their math journals what they learned about using the UPSL
strategy and how to explain their thinking.
Early finishers: Play Adapted Mind online tutorial
MANUAL
31
Lesson 6: Using 10 as a Factor
Lesson Overview: This lesson will review finding patterns and use counters to find
multiplication facts for 10.
Instructor
o Smart board with projector or white board
o Paper for ELMO projector
o Access to Brain Pop Video: Multiplication
o Multiplication Rock Video (School House Rock: Multiplication Rock [DVD])
Student
o 100 counters per group
o Paper & pencil
Lesson Standards:
3.M.1d: identify multiples of a given number and describe their characteristics

3.E.2b.6: create grade level appropriate writings for different purposes (English
Langauge Arts, 2009)
Given paper, pencils and counters, students will fill in tables with 10 as a factor, with
100% accuracy.
Given the UPSL strategy, students will be able to solve a multiplication problem and
explain their thinking, scoring at least 3 out of 4 on a rubric.
MANUAL
32

Teacher will set the purpose by stating: Today you will learn how to multiply by 10.
Teacher will connect prior learning by discussing what things they see in the real world
that use powers of 10.
Teacher will pose the following problem: Luke runs 10 miles each week. How many
miles will Luke run in 5 weeks?
Have students work in pairs to discuss their answer, then invite a few to share their work
with the class.
Teacher will model and array that shows 5 groups of 10. Point to a row and ask how
many counters there are in each row. [10 counters]. Ask: What do the 10 counters in the
row stand for in our problem? [Luke runs 10 miles]. Ask how many rows there are. [5]
What do the 5 rows stand for in our problem? [how many weeks he runs] What
multiplication fact does this array show? [5 x 10]. So, how many miles will Luke run?
[50 miles total]
Have students work in small groups with counters and a recording sheet with the 10s fact
tables [missing numbers to fill in]. Tell the class to work with their group to complete the
table and to look for patterns or make arrays. Allow them time to complete the table
while walking around and checking their work.
Teacher will present the following information: Multiplying with 10 is a skill that you
will use often when you multiply big numbers. Lets skip count by 10 together.
Skip count with the entire class, several times.
MANUAL
33
Write the multiples of 10 on the board:

o Ask the students if anybody noticed a pattern
o Write the 10s multiplication facts on the board and ask for a pattern again.
o Note the connection to place valuethe first factor tells how many tens are in the
product.
Explain: To review our knowledge of multiplication, we will watch a Brain Pop video
called Multiplication.
o Have students come to the Smart board carpet
o Check for connections the students might have with the video by asking if they
have experienced anything similar to the events in the video.
Teacher will then draw problems for students to come to the Smart board and solve. Use
the following examples:
o 2 x 10
o 6 x 10
o 10 x 1
o 10 x 3
o 10 x 7
o 4 x 10
MANUAL
34
o Remind students to check that the tens place of their answer matches the factor
they are multiplying.
Distribute paper, pencil, and have them do the following problems to turn in for a grade.
This may be used for an assessment:
o Find each product: 4 x 10, 9 x 10, 10 x 6, 10 x 10, 5 x 10, 10 x 7, 6 x 10, 2 x 10, 3
x 10, 10 x 8, 10 x 1, 10 x 9, 10 x 5, 10 x 2, 10 x 4, 10 x 0
o Jim bought 6 tickets for a concert. Each ticket cost $10. What was the total cost of
the tickets Jim bought? [$60]
o Kai had 3 packs of pens. Each pack had 10 pens in it. How many pens did Kai
have in all? [30]
o Brody swam 10 laps 5 days a week. How many laps did Brody swim in one
week? [50]
Prevent Misconceptions: Remind students of the Commutative Property of

Multiplication. If you know that 7 x 10 = 70, you know the product of 10 x 7, as well.
Discuss.
Early Finishers:
o Have student write a problem of their own creation that can be solved using a
multiplication fact for 10. Have them challenge a partner (who is also finished
early) to solve their problem, then switch problems.
MANUAL
35
Step 4: Assessment:
assessments to measure the students mastery of completing a 10s table and using their
10s facts.
After time to complete the assignment, the teacher will distribute an assessment with
three multiple choice questions that have 10 as a factor, and one written explanation
question that will be graded with a rubric. Students must score 5 out of 7.
o Written explanation question: Your teacher asks what you know about patterns
when you multiply by 10. Write to explain the pattern and how to use it. Use your
age as one factor and 10 as the other factor. Use the UPSL strategy.
Discuss with the class when they might use their 10s facts outside of the school setting.
Discuss how using multiplication is quicker and easier once youve learned the facts.
Teacher will ask students to watch for situations at home and shopping where they notice
10s facts are being used.
Show Multiplication Rock video (approximately 30 minutes).

o Discuss with your group the situations you observed after school.
o Each group will choose one example to share with the class.
o Teacher will ask four-five students to share with the class.
MANUAL
36
References
Adapted Mind. (2013). Retrieved from Adapted Mind: A better way to learn math:
http://www.adaptedmind.com/
Brain Pop Jr Math. (1999-2014). Retrieved from Brain Pop Jr: www.brainpopjr.com
Educational Insights. (n.d.). Retrieved from Educational Insights:
http://www.educationalinsights.com/product/eggspert--174-.do
English Langauge Arts. (2009). Retrieved from U.S. Department of Defense Curricular Activity:
http://www.dodea.edu/Curriculum/ELA/standards1.cfm
Mathematic Standards. (2009). Retrieved from U.S. Department of Defense Education Activity
Curricular Programs: http://www.dodea.edu/Curriculum/Mathematics/standards.cfm
School House Rock: Multiplication Rock [DVD]. (n.d.).
Smart Education. (2014). Retrieved from http://education.smarttech.com/
Smart Exchange. (2012). Retrieved from Smart Exchange: Training, content, and community:
http://exchange.smarttech.com/
MANUAL
37
Assessments and Handouts
Appendix A
Name: _______________________________________________ Date: _________________

Lesson 1: Multiplication as Repeated Addition Assessment
1. Which symbol would you put on the line to make the statement true?
5 _____ 5 = 25
a. =
b.
c. +
d. x
2. Which number sentence shows the best way to find the total number of stars?
a.
b.
c.
d.
4 + 4 + 4 = _____
5 + 4 = ____
5 x 4 = ____
5 + 5 + 5 + 5 = ____
3. Which picture shows 4 groups of 2?

a.
b. ______________
___ ___
c.
__
__
__
__
d.
4. Write to explain: In what ways are addition and multiplication alike? In what ways are
they different? Explain your thinking.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________________________________________
MANUAL
38
Appendix B
Name: _______________________________________________ Date: _________________
Lesson 2: Arrays and Multiplication
1. Write to explain: What is an array? Draw an array for 3 x 4. Then use a related array to
show your understanding of the Commutative Property of Multiplication.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
MANUAL
39
Appendix C
Name: _______________________________________________ Date: ______________

Lesson 3: Using Multiplication to Compare
In this lesson, you learned how to multiply in order to compare the size of two different groups.
Complete the following question using the UPSL strategy to show your understanding.
Ava is 8 years old. Her parents say she can get a cell phone when she is twice as old as she
is now. Write a number sentence to show this situation, and then solve it. Explain which
operation you used and why.
Understand
Plan
Solve
Look Back
MANUAL
40
Appendix D
Name: _______________________________________________ Date: _____________

Lesson 4: Writing Stories with Multiplication
1. Write to explain: Janice wrote this multiplication story for 3 x 6.
I have 3 brothers. I am 6 years older than Joey. How old am I?
What is wrong with Janices problem? Explain your thinking. Rewrite

the story so that it works with 3 x 6.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
MANUAL
41
Appendix E
Name: _______________________________________________ Date: _____________

Lesson 5: Writing to Explain using UPSL
o Understand = write what you know about the problem.
o Plan = write down how you are going to solve it.
o Solve = solve the problem.
o Look back = check your work and make sure it makes sense. Give a written
explanation as to why your answer is reasonable.
Joe got on the elevator on the 2nd floor. He rode up 7 floors, then he rode down 3 floors.
Then he rode up 6 floors and got off. What floor did Joe end up on? Draw a picture or table
to help you solve the problem. Label the picture and explain your thinking.
Understand
Plan
Solve
Look Back
MANUAL
42
Appendix F
Name: _______________________________________________ Date: _____________

Facts Table
0 x ____ = ____
1 x ____ = ____
2 x ____ = ____
3 x ____ = ____
4 x ____ = ____
5 x ____ = ____
6 x ____ = ____
7 x ____ = ____
8 x ____ = ____
9 x ____ = ____
10 x ____ = ____
MANUAL
43
Appendix G
Name: _______________________________________________ Date: _____________

1. Which factors do NOT have a product that is a multiple of 10?
a. 3 x 10
b. 5 x 6
c. 7 x 5
d. 2 x 25
2. Joe bought seven 10-packs of pencils. How many pencils does he get?
a. 71 pencils
b. 70 pencils
c. 17 pencils
d. 7 pencils
3. Which is the product of 0 x 10?
a.
0
b.
1
c.
10
d.
100
4. Write to explain: Your teacher asks you what you know about patterns when you
multiply by 10. Write to explain the pattern and how to use it. Use your age as one
factor and 10 as the other factor. Use the UPSL strategy.
Understand
Plan
Solve
Look Back
MANUAL
Appendix H
Name: ______________________________________________________
In this unit, you learned how to write stories for multiplication facts. Complete the following
question using the UPSL strategy to show your understanding.
Suki wrote this multiplication story for 3 x 6.
I have 3 brothers. I am 6 years older than Akira. How old am I?
What is wrong with Sukis problem? Explain your thinking. Rewrite the multiplication
story so that it works with 3 x 6. Use the UPSL strategy.
44
MANUAL
45
Appendix I
Rubric for End of Unit Assessment

Suki wrote this multiplication story for 3 x 6.
I have 3 brothers. I am 6 years older than Akira. How old am I?
What is wrong with Sukis problem? Explain your thinking. Rewrite the multiplication story so
that it works with 3 x 6. Use the UPSL strategy.
Points
4
The student clearly identifies and

explains Sukis errors then
revises the problem to accurately
reflect 3 x 6.
Student Sample
Suki has a few mistakes. First, her problem
isnt about same-size groups, arrays, or
times as many. Its really about
subtracting. But she didnt give enough
information to solve it. Or she gave too
much information. Heres a multiplication
story for 3 x 6. One ant has 6 legs. How
many legs on 3 ants? 18 legs in all.
You dont have to multiply in Sukis
problem. It started out like it might be about
times, but then it got to be about
subtracting. She could have said: I have 3
brothers. Each brother has 6 goldfish. How
many goldfish do my brothers have? 18
goldfish.
Sukis problem doesnt have groups or
arrays to multiply. 3 x 6 = 18, so the story
should be about 3 equal groups of 6 or 6
groups of 3.
The student identifies one of

Sukis errors with an adequate
explanation and then revises the
problem to reflect 3 x 6.
The student identifies Sukis

error with little or no explanation
and then gives the product of 3 x
6 without suggesting an
alternative problem.
3 x 6 = 18, but that has nothing to do with
The student does not explain
the story. This is a good story, a shirt costs
what is wrong with Sukis
problem but suggests an
$6. How much for 3 shirts? $18.
alternative problem about 3 x 6.
No attempt made, uses incorrect
strategy, and/or incorrect answer
given.
MANUAL
46
Appendix J
Smart Notebook Lesson Multiplication Intro in PDF format for viewing purposes
MANUAL
47
Appendix K
Smart Notebook Lesson Arrays in PDF format for viewing purposes
MANUAL
48
Appendix L
Smart Notebook Lesson Multiplication Review in PDF format for viewing purposes

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Running head: MANUAL

INSTRUCTORS MANUAL: Introduction to Multiplication

Smart board or screen (Smart Exchange, 2012)

Document Camera (ELMO)

Items in clear bags showing groups

Paper and pencils

Dry erase markers

2 or 3 pictures showing arrays

2 or 3 pictures showing grouped objects

Eggspert Game System

PowerPoint: Introduction to Multiplication

Smart Exchange Lesson: Multiplication Intro

Smart Exchange Lesson: Arrays

Smart Exchange Lesson: Multiplication Review

Video: School House Rock: Multiplication Rock

Brain Pop Jr. Video: Making Equal Groups

Brain Pop Jr. Video: Repeated Addition

Brain Pop Jr. Video: Arrays

Brain Pop Jr. Video: Multiplication

Items in clear bags showing groups

2 or 3 pictures showing arrays and grouped objects

PowerPoint: Introduction to Multiplication

Smart Exchange Lesson: Repeated Addition

Smart Exchange Lesson: Arrays

Smart Exchange Lesson: Multiplication Stories

Video: School House Rock: Multiplication Rock

Brain Pop Jr. Video: Making Equal Groups

Brain Pop Jr. Video: Repeated Addition

Brain Pop Jr. Video: Arrays

Brain Pop Jr. Video: Multiplication

Smart board projection system

Paper and pencils

Individual whiteboards for students

Dry erase markers

Eggspert game system

ELMO or document camera

3.M.1d: identify multiples of a given number and describe their characteristics

Lesson and Performance Objectives:

Time: Approximately 2 hours

[12 + 12 + 12 = 36] Write this on the board or use the ELMO.

Step 2: Content Presentation:

Teacher will show the PowerPoint presentation: Introduction to Multiplication

Teacher will discuss what was learned from the presentation.

Teacher will go over the following vocabulary words:

Show another Brain Pop Jr. video called Repeated Addition.

Step 3: Learner Participation:

Teacher will excuse students to go back to their desks

Distribute paper, pencil, and counters per partnership

Students will do the following problems with their partner:

Step 5: Follow-through Activities:

Review the three vocabulary words and discuss.

Integration into the next days lesson:

Lesson and Performance Objectives:

Time: Approximately 2 hours

Step 2: Content Presentation:

Teacher will go over the following vocabulary words:

Step 3: Learner Participation:

Teacher will excuse students to go back to their desks

Distribute paper, pencil, and counters per partnership

Students will do the following problems (projected) with their partner:

Step 5: Follow-through Activities:

Review the four vocabulary words and discuss.

Students will be placed in groups of six to do rotations for review:

Name: _______________________________ Date: _

Name: _________________________________ Date:

Name: ___________________________________ Date: _

Name: ___________________________________ Date: _

Name: ___________________________________ Date: _

Name: ___________________________________ Date: _