3rd Grade Math Lesson Plans
Monday
Investigations
unit 5, Session
1.4: Solving
Multiplication
Problems About
Our Pictures
Tuesday
Investigations
Unit 5, Session
2.1 and 2.2
Wednesday
Investigations
Unit 5, Session
2.4 and 2.5
Thursday
Investigations
Unit 5, Session
3.1
Friday
Date: December 16-20, 2013
Anticipatory Set/Hook: teacher will show the “Multiplication” power point.

Go over the multiplication strategies we can use to solve each multiplication problem. Have students work
problems in their math notebooks.

Students will play “Animal Legs” on the laptops with partners (understand & solve multiplication problems).
http://www.beaconlearningcenter.com/WebLessons/AnimalLegs/legs002.htm
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Students then create their own multiplication word problem on manila paper. They should write out the word
problem, show a picture representation, a multiplication equation, the product, and a written explanation in
complete sentences of how they solved their problem.

Have a few students share their multiplication problem with the class.
We will / Objective: learn and apply multiplication facts using concrete models and objects.
I will /Product/Task: use pictures and patterns to make equal groups and find a product.
Academic Language: multiplication, division, factor, product, quotient, equal groups, array
Assessment: student respsones, SAB unit 5 pages 8 and 9.
Anticipatory Set/Hook: What strategies are most efficient and accurate for solving multiplication problems?
We will / Objective: find the multiples of the numbers 2, 3, 4, 5, 6 and 10 by skip counting
I will /Product/Task: understand the relationship among skip counting, repeated addition and multiplication.
Academic Language: multiplication, division, factor, product, quotient, equal groups, array

Introduce the idea of multiples.

Discuss patterns in the multiplication charts, and differences between rows and columns. Have students begin
filling out multiplication chart.
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Students complete SAB pages 11, 12, and 13.

Discuss strategies for finding multiples.
Assessment: student respsones
Anticipatory Set/Hook: Have students skip count around the room using different numbers.
We will / Objective: understand the relationship among skip counting, repeated addition and multiplication.
I will /Product/Task: use known multiplication combinations to determine the product of more difficult combinations.
Academic Language: multiplication, division, factor, product, quotient, equal groups, array

Display SAB p. 14. Ask students to solve and show a strategy for solving their work. Once complete allow
students to discuss with a table partner to share strategies.

Students complete multiplication chart.

Students complete SAB pages 18 and 24

Discuss strategies used to solve story problems.
Assessment: student responses, SAB pages 18 and 24.
We will / Objective: use arrays to model multiplication situations.
I will /Product/Task: use arrays to find factors.
Academic Language: multiplication, division, factor, product, quotient, equal groups, array

Introduce Arranging Chairs/Arrays (see pages 83-86). Allow students to use tiles to “arrange chairs”. See how
many different ways they can make 12.

SAB pg. 16-17. Using grid paper, students will draw an array for each problem to prove their answer.

Students share their arrangements with a shoulder partner and check to ensure that all ways to make their
number are given.

Students complete the “Boxing the Pots” assessment.
Assessment: student responses
We will / Objective: use arrays to model multiplication situations.
I will /Product/Task: use arrays to find factors.
Academic Language: multiplication, division, factor, product, quotient, equal groups, array

Model how to find the factors and product for a given array (could use problems on SAB pg. 18). Have students
work in their math notebooks.

Give each student a product/number. Students will use tiles to find all possible arrays for their number. Then
using grid paper, have students draw the arrays/factors they find for their number, including the dimensions for
each.

Critical Writing: Have students explain how to use arrays to model multiplication.
Assessment: student responses