Chapter 4:Multiplication Facts and Strategies

Foundational “Big” Ideas:

Multiplication is best learned through the practice of strategies. Strategies highlight patterns and
relationships between numbers, and can work as a visual aid to support learners. Examples of
these strategies include the use of manipulative counting blocks, creating drawings and arrays
showing what is being done in written algorithms, the idea of repeated addition and equal
groups, and the implementation of math properties. The Go Math Curriculum provides multiple
examples of how and when to use these various strategies. However, a weakness in the
program is the lack of scaffolding provided for English Language Learners. Many of the story
problems are very lengthy and full of math vocabulary. It is critical that we provide language
support as many students are struggling in math due to these academic vocabulary and
complex word problems. To help students reach success with these problems we will be
creating a math vocabulary word wall, learning techniques for interpreting contextual problems,
and working to incorporate additional, meaningful problems to which students can relate.

CCSS/Grade Level Content Expectations:

CCSS.MATH.CONTENT.3.OA.A.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.

CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. ​For example, describe a context in which a
total number of objects can be expressed as 5 × 7​.

Standard for Mathematical Practice That We Will Continue to Develop:

CCSS.MATH.PRACTICE.MP4​ Model with mathematics.

Modeling mathematics is an important skill for students to continue to develop as multiplication
is a skill that will appear throughout their lives whether it’s academically, in everyday tasks, or in
their future careers. It is important to take learning beyond just the classroom, and for students
to be able to apply their knowledge in meaningful ways. To support students in developing this,
we will continue to relate multiplication to everyday activities, encourage kids to explain their
understandings to people outside of the classroom, and find ways that multiplication can relate
to other aspects of learning, besides in just our math lessons.
Hello Everyone!

Miss. Wiesen here! This next week we are going to continue working on multiplication! I am
excited for the students to continue discovering and developing new strategies and methods
that will lead to furthering their knowledge of multiplication and numbers. ​Our two learning goals
are understanding how to interpret products of whole numbers and knowing how to use math
strategies to solve multiplication problems.

In order to reach our goals, this week we will practice the many ways to solve multiplication
problems, such as drawing a picture, skip counting, using graphs, and arrays. These are all
different ways of reaching a product from two factors. It is important to reinforce the idea that
whole numbers are made up of smaller parts. In other words, multiplication is really repeated
addition.

We will continue learning through pre-recorded videos, which allows for each student to move at
their own rate of learning and rewatch certain sections as many times as they need before
continuing on. This way of learning has been very effective for all learning levels this school
year. As you know, the videos are available at all times on SeeSaw! Sometimes these are good
refreshers!

In terms of homework, expect to see many word problems and questions asking for different
models. ​For example:

Q: ​Draw an array to model and find the answer to 2x4=?

A:

2x4=8. This is shown above in my array as there are 2 groups of 4.

By drawing out these problems, students can visualize what it means to ‘multiply’ two numbers
and get a product. The students also have access to Imagine Math and Think Central. Both
websites have many multiplication games and activities!

If you have any questions, feel free to contact me via email: ​Wiesencl@msu.edu

I look forward to continuing our multiplication unit!

Best,
Miss. Wiesen
¡Hola a todos! 
 
Señorita. Wiesen aquí! ¡La próxima semana vamos a seguir trabajando en la multiplicación! 
Estoy emocionado de que los estudiantes continúen descubriendo y desarrollando nuevas 
estrategias y métodos que conduzcan a ampliar sus conocimientos de multiplicación y 
números. Nuestros dos objetivos de aprendizaje son entender cómo interpretar productos de 
números enteros y saber cómo usar estrategias matemáticas para resolver problemas de 
multiplicación. 
 
Con el fin de alcanzar nuestras metas, esta semana practicaremos las muchas maneras de 
resolver problemas de multiplicación, como dibujar una imagen, saltar contando, usar gráficos y 
matrices. Todas estas son formas diferentes de alcanzar un producto a partir de dos factores. 
Es importante reforzar la idea de que los números enteros se componen de partes más 
pequeñas. En otras palabras, la multiplicación es realmente una suma repetida. 
 
Continuaremos aprendiendo a través de videos pregrabados, que permiten a cada estudiante 
moverse a su propio ritmo de aprendizaje y volver a ver ciertas secciones tantas veces como 
sea necesario antes de continuar. Esta forma de aprendizaje ha demostrado ser muy efectiva 
para todos los niveles de aprendizaje. Como saben, los videos están disponibles en todo 
momento en SeeSaw! A veces estos son buenos refrescos! 
 
En cuanto a la tarea, espere ver muchos problemas de palabras y preguntas sobre diferentes 
modelos. Por ejemplo: 
 
P: Dibuja una matriz para modelar y encuentra la respuesta a 2x4 =? 
R:

 
2x4 = 8. Esto se muestra arriba en mi matriz ya que hay 2 grupos de 4. 
 
Al extraer estos problemas, los estudiantes pueden visualizar lo que significa "multiplicar" dos 
números y obtener un producto. Los estudiantes también tienen acceso a Imagine Math y Think 
Central. Ambos sitios web tienen muchos juegos de multiplicación y actividades! 
 
Si tiene alguna pregunta, no dude en comunicarse conmigo por correo electrónico: 
Wiesencl@msu.edu 
¡Espero continuar nuestra unidad de multiplicación! 
 
Mejor, 
Señorita Wiesen 
Section 3: Formative Assessments: 
 
Exit Tickets​: I like the idea of at the end of each lesson handing the students a half sheet of 
paper with a review of what we learned that day in order to gage how well they understood the 
lesson and what parts of the lesson we need to go back to the following day or during 
intervention time. This formative assessment is simple yet very helpful to track student learning. 
An example of what would be given to the students is: “Today we learned to multiply with 2 and 
4, give me two examples of when you could multiply with 2 and 4 in your everyday life”. This is 
simple but it gets the students connecting multiplication to their daily lives.  
 
Take Home Assignments: ​On Mondays and Wednesdays the students will take home a 
worksheet that reviews the previous lessons information. This formative assessment will allow 
for them to continuously be thinking of previous things they have learned and be able to relate 
the new information back! This will keep me aware of how students are doing as we move 
towards more complex strategies. I like the idea of take home because it takes the time 
pressure aspect away. We will go over these assignments as a whole group and discuss any 
problems the students struggled with.  
 
Be The Teacher:​ Students will take home the worksheet they completed that day in class and be 
asked to teach a sibling, adult, or parent the math concept they learned in the given lesson. They 
will have to get the worksheet signed to verify that they completed this task. This will not count 
against them if they are unable to complete this task, but it is encouraged! We will also offer Dr. 
Wood or myself to be taught the concept during their intervention time.  
 
*Looking at each formative assessment, we will keep a running track of how students are doing 
and where they are in their learning of the content (below expectations, at expectations, above 
expectations). With this information, we can know which concepts to review and practice during 
intervention time.  
 
Mid-Chapter Check-Point: F ​ or this summative assessment, it will be important to remind the 
students of this upcoming assessment to eliminate anxiety. In our morning meetings, in the 
days leading up to the mid-chapter check-point, we will strategically start practicing very similar 
questions that the students will see on the assessment. This will get students familiar with the 
problems and allow for a practice of strategies to help them find success on this assessment.  
 
 
 
 
 
 
 
 
Section 4: Sequence of Lessons: 
 
Date:10/31  Date:11/1  Date:11/2 

Objective: ​The students  Objective: ​The students  Objective:​ The students 

will know how to multiply  will know how to multiply  will know how to multiply 
with 2 and 4.  with 5 and 10.  with 3 and 6 
CCSS:3.0A.A.3  CCSS:3.0A.A.3  CCSS:3.0A.A.3 

Brief  Brief  Brief 

Description/Overview:  Description/Overview:  Description/Overview: 
Introduction:​ Use  Introduction: ​Review the  Introduction: ​Play 
manipulative blocks to  idea of skip counting,  counting by 3s song for 
count by 2s, talk about  refresher on skip counting  students, have them sing 
how this relates to  with 10s and 5s​.   along and get interested. 
multiplication. Then count  Activity: ​To get kids  Talk about 6 being twice 
by 4s with blocks.  moving, we will get in a  the size of 3. Reflect back 
We do:​ Together we will  circle, the instructor  on the skip counting 
work through unlocking  (myself), will call out a  activity.  
the problem on page 191.  random number (with a  Activity: ​To show 6 being 
You do:​ Students will  factor of either 10 or 5)  twice the amount of 3, we 
complete the worksheet  and we will go around the  will use m&m’s to solve 
on their own, then work  circle until everyone has  different problems as 
with partners, that we  participated in skip  review and to really get 
have selected ahead of  counting! If students need  the students to visually 
time, to check their  help with the counting,  notice the pattern. Each 
answers before sharing  they can ask a classmate  student will be give 24 
out as a class.  for help!  m&m’s. A multiplication 
  We do: ​Together we will  problem will be on the 
Students will complete an  work through unlocking  board and they will have 
exit ticket at the end of  the problem on page 197.  to show how to solved it 
the assignment.  You do: S ​ tudents will  on their plate which will 
  complete the worksheet  have an outline of a 
on their own, then work  multiplication sentence 
with partners to check  (___ x___=__).  
their answers before  We do: ​Together we will 
sharing out as a class.  work through unlocking 
Students will work with a  the problem on page 203. 
partner on the application  You do: S ​ tudents will 
problems, 32-35, with a  complete the worksheet 
partner as formative  on their own, then work 
assessment.   on the share and show 
 part of the worksheet. As 
students begin to finish 
up, they will talk with a 
partner about any 
questions they have on 
the worksheet before we 
review as a whole class.  

Materials Needed:  Materials Needed:  Materials Needed: 

Counting cubes  Go Math Book  3’s video 
Go Math textbook  Go Math Book 

Formative Assessment:  Formative Assessment:  Formative Assessment: 

Students will complete an  Students will work with a  Students will be matched 
exit ticket at the end of  partner on the application  up with two other 
the assignment.  problems, 32-35, with a  students in the classroom 
“There are 2 groups of 5.  partner as formative  to work on an exit ticket 
Draw a picture and write  assessment. These  that will show us their 
out the math sentence for  problems are more  learning. On this exit 
this problem.  complex than the  ticket it will ask “Use 5s 
BONUS QUESTION: Tell  previous work with 5s and  facts and addition to find 
about a time you would  10s and allow the  the answer to 6 x 6. 
use multiplication by 2 or  students to look at 5s and  Explain with a model and 
by 4 in your everyday life.  10s in a different way.   show your work.” If 
Explain."  students finish this 
(This may seem surface level,  quickly, they will be asked 
but it is important for students 
to independently create a 
to have this practice and really 
master 2s and 4s before we  story problem involving 
continue onto other numbers.)  3s and 6s. The story 
problems will be switched 
among the group of 3 to 
be completed.  

Strategies for meeting  Strategies for meeting  Strategies for meeting 

the needs of all learners:  the needs of all learners:  the needs of all learners: 
-Some students may  -Partner work is allowed  - I will print off number 
benefit from using a  for their assessment as it  lines that count by 3s and 
number line  provides support for  6s. These are two 
-All students are allowed  students learning this  numbers that I initially 
to use their math journals,  new content.  struggled with so support 
which have examples of  -Allow for students to use  is important. 
arrays and models of  number lines or counting  -Students will have 
multiplication which can  blocks  access to manipulatives. I 
 serve as a reminder.  -check in with A.V. and  will work on the first few 
-I will check in multiple  M.C.  problems with C, A, and 
times throughout  -Review with I.G. counting  M.C..  
independent work time  by 5s and 10s, go through  -Check in with K.B. to 
with M.C. and A.T.,  number line to help  make sure she is on task 
encourage both students  visualize this skip  and working through the 
to continue using the  counting.   tasks.  
counting cubes. 
 
 
 
Date: 11/5  Date:11/7  Date:11/8 

Objective: ​The students  Objective: ​The students  Objective:​ Students will 

will know how to use the  will be able to connect the  continue to practice using 
distributive property.   concept of arrays to the  the distributive property 
CCSS:3.0A.A.3  distributive property.   and how to multiply with 
CCSS:3.0A.A.3  7.  
CCSS:3.0A.A.3 

Brief  Brief  Brief 

Description/Overview:  Description/Overview:  Description/Overview: 
Introduction: W​ e will talk  Introduction:  Introduction​: Watch video 
about the word distribute,  Think-pair-share on the  on the distributive model. 
and have students talk  distributive property and  Do a think-pair-share on 
about what that could  arrays. How they could be  what we learned from the 
mean in math. Together  connected.   video. Show strong 
walk through what the  We do: ​Use manipulatives  examples of their exit 
distributive property is.  to create arrays on ELMO  tickets from the previous 
Create an anchor chart  and in small groups  lesson as a way to refresh 
together to explain to  based on product of using  on the distributive model 
others the distributive  distributive property.   (try to find exit tickets that 
property. This will be  You do:​ Students will  used the number 7!). Talk 
displayed for the whole  work on an Engage NY  about the commutative 
class.   module independently  property that we learned a 
We do: ​Together we will  before we review the  few weeks ago. These 
work through the activity,  worksheet as a class.   can be labeled on an 
using counting blocks to  anchor chart that we 
model. Do the first  create in this intro. 
problem of the worksheet  We do: ​Talk about 
before the students go off  strategies we can use 
to independently work.  when multiplying by 7, how 
You do: ​Students will  these properties can help 
independently complete  us. ​Guide students through 
the engage NY module  the Unlock the Problem 
before we check it as a  together. They should 
class. They are  follow along and complete 
encouraged to use their  the work alongside of the 
counting blocks.   teacher demonstration. 
Walk students through the 
Students will be given an 
rest of the worksheet and 
exit ticket.  
what is expected of them 
Activity:​ (for morning  by the end of math time.  
circle before math) We  You Do: S ​ tudents will 
will play the beach ball  independently complete 
game. On the beach ball  the rest of the worksheet. 
will be multiplication  An adult in the classroom 
problems with numbers  will check the share and 
we have already learned  show section as a 
about. This will be a  formative assessment/exit 
quick, but active review.   ticket.  
 

Materials Needed:  Materials Needed:  Materials Needed: 

Counting blocks  Counting  Go Math book 
Engage NY sheet  blocks/manipulatives   Anchor chart  
Engage NY sheets 

Formative Assessment:  Formative Assessment:  Formative Assessment: 

Exit Ticket:​ Explain the  Exit Ticket: ​Students will  An adult will check that 
distributive property in  each write out an  students have completed 
writing and then explain  equation where the  the share and show 
your explanation to a  distributive property is  section of the worksheet. 
partner, make sure you  used. They will exchange  These 5 problems will 
get a partner initials to  these equations with  allow the students to 
confirm that you  partners, where they will  show their understanding 
explained the distributive  each solve the problem  of the concepts. If 
property. If time, write  and use model arrays to  multiple students seem to 
down two times they  show the problem. These  not understand, we will 
would use the distributive  will be handed in to be  review the concepts and 
property to find products.   checked by the teacher.    work as a small group 
until we are all on the 
same page.  

Strategies for meeting  Strategies for meeting  Strategies for meeting 

 the needs of all learners:  the needs of all learners:  the needs of all learners: 
-Encourage the use of  -Check in to review  -Place the anchor chart 
counting  concepts with M.C. and  with examples in a clear 
blocks/manipulatives  I.G.  area for the students 
-allow for students to  -Encourage manipulatives   -Remind A, M.C. and A.T. 
check in with table mates  -remind students that  that they can use their 
if they are struggling.  their math journals are  math journals to remind 
-check in with A to make  there to help.   them of these concepts.  
sure she can explain what  -Allow A to work with E.V.  -Check in with I.G. after a 
the distributive property  if necessary   few minutes of 
is.   independent work time 
-Check in periodically  -Sit with A and have her 
throughout the lesson  repeat the concepts.  
with M.C. and I.G. 
 
Date:11/9 

Objective: ​Students will review the new concepts they have learned in this chapter 
and apply their skills during a mid-chapter checkpoint. 
CCSS:3.0A.A.3  

Brief Description/Overview: 
Intro: ​As a group we will verbally make a list of all we have learned/practiced over 
the past few lessons. Ask students if they want to review anything that is still 
confusing for them. Work through any questions the students have. (Use 
knowledge of previous exit tickets/assessments to help aid this discussion).  
We do:​ Together we will look at the mid-chapter checkpoint, walk through what is 
expected in each section. We will complete the vocabulary section as a group.  
You do: ​Students will independently work to complete the checkpoint.  

Materials Needed: ​Go math book 

Formative Assessment: T ​ he students will be assessed based on their 

performance on the mid-chapter checkpoint. It is important to look at their learning 
and the progress they are making. It will help me to see areas where students are 
still confused and to help me adjust my teaching.  

Strategies for meeting the needs of all learners:  

- Be sure to provide language support with the math vocabulary  
-Remind students of strategies we have learned  
-Have I.G., A, and M.C. sit with adult to make sure they are focused  
-make sure to be circulating to see that all students are working.  
 
Date: 11/12  Date: 11/14  Date:11/15 

Objective: ​The students  Objective:​ The students  Objective: ​The students 

will know how find and  will know how to multiply  will know how to multiply 
identify patterns on the  with the number 8.   with the number 9. 
multiplication table.  CCSS:3.0A.A.3  CCSS:3.0A.A.3  
CCSS:3.0A.A.3 

Brief  Brief  Brief 

Description/Overview:  Description/Overview:  Description/Overview: 
Introduction:​ Discuss  Introduction: ​Begin with a  Introduction: ​Talk about 
what a pattern is, where in  class discussion on what  the idea of repeated 
math or in everyday life  we learned about patterns  addition, the tools we 
we see patterns.   in multiplication the last  have learned in 
We do:​ Display an image  lesson and how we can  multiplication in the 
of a multiplication table  use this when helping us  previous lesson. (possibly 
ask the students if they  learn how to multiply with  teach the finger trick) 
see any sort of patterns.  the number 8.   -Think-pair-share of how 
Highlight/write down  Activity:​ We will play the  we can use previous 
students ideas. Together,  beach ball game. On the  knowledge of 
work through Unlock the  beach ball will be  multiplication in our 
Problem.   multiplication problems  current learning of 9s.  
You do:​ Have students  with numbers we have  We do: ​Together work 
complete the rest of the  already learned about.  through unlock the 
worksheet independently.  This will be a quick, but  problem. Walk through 
Make sure students  active review.   expectations of the rest 
complete the exit ticket  We do: ​Together we will  of the worksheet. 
as a formative  work on Unlock the  You do: S​ tudents will 
assessment.   Problem. I will review  work independently on 
  strategies with the  the rest of the worksheet. 
students on how to  Have the students pair up 
properly complete the rest  to compare answers 
of the worksheet.   before we check as a 
You do:​ Students will  group.  
work in small groups (a 
mix of learning levels to 
allow those with a greater 
understanding to support 
those struggling) to 
complete the rest of the 
worksheet. As a group 
 they will have to agree on 
all their answers and be 
able to explain their 
reasonings before we 
review the worksheet as a 
whole class.  

Materials Needed:  Materials Needed:  Materials Needed: 

Go math textbook  Go Math textbook  Go Math textbook  
Multiplication tables      

Formative Assessment:  Formative Assessment:  Formative Assessment: 

Students will be matched  3-2-1 EXIT TICKET:  Have students share a 
up with another student in  Students will tell 3 facts  problem where they had 
the classroom, not  they learned in this lesson  different answers, how 
someone they sit next to  or in previous lessons in  each of them solved it, 
as we want them to get  this chapter, 2  and how they came to the 
some movement in. With  questions/points of  conclusion of which 
their partner they will  confusion they still have  answer was right. This is 
discuss how  about what we have  a great way to have the 
multiplication is related to  learned, and 1 thing they  students walk through 
addition and draw a  feel they have mastered  their thinking and identify 
model that explains this.  and could teach to  any misunderstandings. 
They can use  someone else.  In an exit slip, they will 
manipulatives or other  (This will allow me to  explain the correct way of 
objects in the classroom  keep track of individual  working through the 
and then take a picture to  student progress and to  problem and what they 
turn into Seesaw.   see if I can match  learned from seeing a 
  students up to help teach  partners work.  
  each other things that one 
SUGGESTED HOMEWORK  student may still be 
BUT NOT GRADED:​ Each  struggling with. A new 
student will take home a  perspective and way to 
copy of the multiplication  look at math can be all it 
table and discuss with a  takes for it to click with a 
parent, sibling, or adult  student!) 
the patterns they 
discovered in the 
multiplication table and 
how this can be help them 
as we continue with 
multiplication. They will 
 have to write out what 
they explained and how 
they taught the other 
other person. This forces 
the students to reflect on 
their knowledge and 
learning.  

Strategies for meeting  Strategies for meeting  Strategies for meeting 

the needs of all learners:  the needs of all learners:  the needs of all learners: 
-We will recommend  -Encourage students to  -Encourage the use of 
using different colors for  create number lines if that  manipulatives 
different patterns   will help them  -Remind students of 
-I will make sure A, I.G.,  -Remind students of the  previous tools  
are correctly identifying  patterns and tools we  -Check in with A, I.G., and 
patterns and highlighting  have learned when  M.C.  
accurately.   applying multiplication   -If enough students are 
-I will circulate to make  -Allow for manipulatives  struggling, call them back 
sure all students are on  to be used  to review multiplying by 
task.   -Sit next to A to make  9s.  
-As circulating, point out  sure she is on the right  -If some students finish 
any misunderstandings   track   early, have them help 
-Check in with M.C. to  those who are still 
make sure she is on the  struggling  
right track 
 
Ideas for Intervention time:  
 
-Beach ball that has multiplication problems written on it. Small group will play catch with the 
ball, where your thumb lands is the problem you write on the board and either answers yourself 
or phone a friend for help. After each lesson, we will add the new numbers we learned to 
multiply by.  
 
-The Cookie Challenge game, created in TE801.  
 
-multiplication flash cards for students to do independently