Multiplication Project
Your child has been assigned a multiplication project. This project is worth one math test grade
and is done at home. Your child is to model and display multiplication using 5 of the following
strategies: arrays, repeated addition, rectangular array, skip counting, a number line, the commutative
property, and equal groups. This must be done on a poster board, poster paper or students may
create a book with each strategy on a different page. Each model must include the multiplication
sentence with it. The students can model each of these strategies by drawing pictures, using
household materials like cotton balls, dried foods (pasta, beans, etc), stickers or craft supplies, or
cutting pictures out of newspapers or magazines. Students will select one multiplication sentence
(please refrain from using the 0 and 1’s multiplication facts) and represent that ONE multiplication
sentence using each of the strategies. Note that the same multiplication sentence will be used
throughout the project, but it will be represented different ways (ex: if a student chooses the fact 4 x 3
= 12, that multiplication sentence will be used for the entire project, yet it will be represented using
each strategy).
Each student will be judged on neatness, accuracy of each model, creativity, and completion. All
projects are due on or before Friday, January 8th, 2016. Projects may be turned in early but NO
LATE PROJECTS will be accepted. Please refer to the 3rd grade website keyinto3rd.weebly.com as
well as the rubric on the back of this sheet to obtain the most points possible.
–Ms. Callaway
Optional extra credit
– DIVISION PROJECT
For up to 35 points extra credit you may also create a division poster board. Again,
choose one division equation to model or display. The division one must have FOUR
models.
Also due no later than Friday, January 8th, 2016
Division strategies: repeated subtraction, number line, skip counting, equal groups, or
an array.
Choose ONE division equation to solve and model solving that equation in 4 different
ways. Be sure to label the equation next to each model. This must be done on a poster
board, poster paper or students may create a book with each strategy on a different
page. The students can model each of these strategies by drawing pictures, using
household materials like cotton balls, dried foods (pasta, beans, etc), stickers or craft
supplies, or cutting pictures out of newspapers or magazines. Students will select one
division sentence (please refrain from using the 0 and 1’s facts) and represent that ONE
division sentence using each of the strategies. The division projects will be scored will
also be judged for neatness, accuracy, creativity, and completion. See example drawn
below.
Categories
0-1 points
2-3 points
4-5 points
The array does not represent the
multiplication sentence.
The array did not represent the
multiplication sentence being
used, but it did represent
multiplication.
The array accurately
represented the
multiplication sentence
being used.
The addition used is not adding
the same amount each time. It
does not represent any
multiplication sentence.
The addition is repeating, but it
does not match the multiplication
sentence being modeled.
The addition is repeating
and matches the
multiplication sentence
being modeled.
The rectangular array does not
represent the multiplication
sentence.
The rectangular array did not
represent the multiplication
sentence being used, but it did
represent multiplication.
The rectangular array
accurately represents the
multiplication sentence
being modeled.
The skip counting does not use
equal intervals between numbers.
It does not represent the
multiplication sentence.
The skip counting does show
equal intervals between numbers,
but it does not match the
multiplication sentence being
modeled.
The skip counting does
show equal intervals and
represents the
multiplication sentence
being modeled.
The number line does not use
equal moves. It does not
represent any multiplication
sentence.
The number line does use equal
moves, but it does not match the
multiplication sentence being
modeled.
The number line does use
equal moves and
represents the
multiplication sentence
being modeled.
Array
2 x 5 = 10
XXXXX
XXXXX
Repeated Addition
7 + 7 + 7 = 21
7 x 3 = 21
Rectangular Array
4 x 9 = 36
Skip Counting
8 x 7 = 56
8, 16, 24, 32, 40, 48, 56
Number Line
0 1 2 3 4 5 6 7 8 9 10
2 x 5 = 10
Equal-Sized Groups
3 x 4 = 12
Commutative Property
The groups do not contain the
same amount. It does not
represent any multiplication
sentence.
The groups contain the same
amount, but they do not match the
multiplication sentence being
modeled.
The groups contain the
same amount and
represent the multiplication
sentence being modeled.
There are two equations but they
do not represent the commutative
property.
There are two equations that
represent the commutative
property, but they do not
represent the property for the
sentence modeled.
There are two equations
that accurately use the
commutative property for
the multiplication sentence
being modeled.
Student did not do any of the
work, or did not complete the
work.
Student did not do most of the
work.
Student project was on time
and student completed
most/all of the work.
If 3x4 = 12 then 4x3 = 12
Student self-evaluation
Students will self-grade their level
of completion and amount of work
put into their project.
Creativity & Neatness
Models must be neat, well
organized and arranged. All
words must be spelled correctly
and written neatly.
The models were arranged in a
sloppy order. The information was
not clear and did not display any
creativity.
(Reminder: Students must only show 5 of the 7 ways listed).
The models were arranged
somewhat neatly. The writing was
legible, but the information was
not colorful or eye- catching. All
models did not include a
multiplication sentence.
The models and
handwriting were neat.
Student used an original
design to display
information in a colorful,
eye-catching way. All
models included a
multiplication sentence.
______ / 35