Multiplication & Division

FREE SAMPLE

PRINTABLE & DIGITAL 3rd

grade
 The Teacher’s Page
Years ago, I was introduced to the reading workshop model created by Fountas and Pinnell
and immediately fell in love with its structure. As I became skilled in teaching through that
model, I found myself wondering if it would lend itself well to math too. Over the years, I
have researched guided math and math workshop so that I could implement it successfully
in my classroom. This resource is a result of that.

In this resource you will find vocabulary cards that can be used for a word wall,
anchor charts, and detailed mini-lessons along with the resources necessary to carry
them out. For each lesson I have provided activities for remediation and enrichment so
that you can differentiate your lessons and meet the needs of all your students.

It is at your discretion as to how you work through this unit. You can pick and choose
lessons as needed or parts of lessons. You can also decide to teach the remediation or
enrichment piece as a whole class or in small groups. The overview is a suggestion of how
I would pace these lessons in my classroom. Further, it is not necessary to follow the
“scripted” portion of my lesson plans, but rather that is there to give you an idea of the
workshop language used. You are welcome to modify it to your classroom needs. You may
wish to modify the timing of the workshop or implement centers during independence time.
You know your students best and should focus on their needs.

I would strongly recommend reading the lesson plans a few days before actually
implementing them to be sure that they meet your children’s needs and that you are
prepared. It is also recommended to print some materials in color, on cardstock, and then
laminate them for repeated future use. Some activities in this unit offer teacher choices.

I have also provided a digital version of this unit. It is exactly like this resource. You’ll want
to look it over and remove all the pieces you do not want to use first. That includes the
lesson plans. I would suggest making a copy of the unit first and then pulling out pieces
you need as you go. Some sections may require students to make more copies of the items
(such as squares to make arrays) depending on how many they need to make. Additionally,
students may need to make them smaller or larger based on their needs. One benefit of
the digital version is you can use it to project parts on to your board in your classroom,
such as the anchor charts, vocabulary, or whole group activities.

Lastly, even though this is a digital version, it is not editable. I cannot make it editable due
to the copyright restrictions on the clip art. If you want an editable version of the lesson
plans only, you’ll need to purchase the full bundle. Thanks for understanding.

If you have any printing issues, consider clicking on advanced and check print as an image.
This usually helps, as this resource has a lot of images.

Thank you for your purchase. I hope that you enjoy it, and your students soar
academically!
©The Owl Teacher

Tammy (The Owl Teacher)

 Unit Overview
Click on the box to go directly to that lesson. Click here to access the SAMPLE in digital form.

Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:

What does How do I How do I How do I How do I
multiplication multiply? multiply? multiply? multiply?
mean? (Strategy: equal (strategy: (strategy: (review)
(strategy: groups) arrays) number
repeated lines/skip
addition) counting)

pg. 24 pg. 33 pg. 41 pg. 47 pg. 52

Lesson 6: Lesson 7: Lesson 8: Lesson 9: Lesson 10:
What is the What does How do I divide? How do I divide? How do I divide?
relationship division mean? (remainders) (strategy: (review)
between (strategy: repeated
multiplication and sharing) subtraction)
division?

p. 66 pg. 76 pg. 80 pg. 83 pg. 91

Lesson 11: Lesson 12: Lesson 13: Lesson 14: Lesson 15:
How do I multiply How do I multiply How do I multiply How do we use How do I use
and divide with and divide with and divide with input and output strategies to
missing story problems? story problems? tables? multiply & divide?
numbers? (Review)

pg. 108 pg. 111 pg. 122 pg. 124 pg. 129
Pre-test pg. 20-23 Post-test pg. 136-139

Vocabulary Covered CCSS Covered

remainder array 3.OA.A.1
fact family number line 3.OA.A.2
repeated addition equal groups 3.OA.A.3
repeated subtraction divide 3.OA.A.4
inverse operation divisor 3.OA.B.6
skip counting quotient 3.OA.C.7
column multiply 3.OA.D.8
row dividend 3.OA.D.9
equal sharing factor
equation product
pattern
©The Owl Teacher

This is what is in the FULL Unit. You have lesson 5 as a SAMPLE.

 Math Workshop Overview
To learn more about math workshop, it’s structure, and tips to run it, click here.

1 Opening: The opening is

generally 10% of your
math workshop time and
consists of warm-up
activities such as
calendar, number talks,
number of the day, math
stretchers, a spiral
review, etc.

2 Whole Group: Whole group

time is about 30% of math
workshop and contains the
mini-lesson. This is where
the students also try out
the lesson with active
engagement. (This is what
I provide here in this
resource.)

3 Guided Math: A large portion of math 4 Closing: At the very end of

workshop is guided math. It is 50% of math math workshop is the
workshop. During this time, students are closing. This is the last 10%
working independently, in small groups with the of the math workshop
teacher, and/or in rotations. (I provide some time. During this time, the
of these activities.) teacher helps solidify the
teachings and activities
for the day through
various strategies.

Included in math workshop is ongoing assessment and differentiation to ensure

that your students are continually getting their needs met and learning the
standards they still need to master.
©The Owl Teacher

Math workshop is very flexible and allows for teachers to run workshop in a way
that works for them. You can learn about various structures for math workshop
and rotation schedules here.
 MINI-LESSON STRUCTURE

1 Connection: Connect to what students have learned

in earlier lessons or students’ real-life
experiences. (Tap into prior knowledge)
• Connect with previous lesson
• Ongoing unit of study
• A student’s work
• An experience
Approximately 1 minute

2 Teaching Point: Teacher shows, models,

thinks aloud the strategies or concepts that
he or she wants the students to learn. This
explicitly done.
• “Notice how I...”
• “Please pay attention to...”
Approximately 15 minutes

3 Active Engagement: Students are given the

opportunity to try it out in brief guided practice.
This shouldn’t take large amounts of time and
should help the teacher determine how well
students understand the teaching point.
• Try out the skill or strategy
• Plan their work out loud
• Restate the steps or lesson
• Turn and talk
Approximately 10 minutes

4 Link: Prep students to apply the

teaching point in their
independent work.
Approximately 1 minute
©The Owl Teacher
The whole numbers that are
multiplied to get a product.

3 X 4 = 12

©The Owl Teacher

The operation of repeated
addition of the same number.

3+3+3+3=3x4

©The Owl Teacher

the answer to a
multiplication problem.

3 x 4 = 12
©The Owl Teacher
 factor
The whole numbers that are
multiplied to get a product.

3 X 4 = 12

©The Owl Teacher

Multiply
The operation of repeated
addition of the same number.

3+3+3+3=3x4

©The Owl Teacher

Product
the answer to a
multiplication problem.

3 x 4 = 12
©The Owl Teacher
 Lesson 5: How do I multiply? (Review)
I Can Statement CCSS
I can multiply to find a product. I can use 3.OA.1; 3.OA.7; SMP 1, 4, 7, 8
strategies to multiply.

Vocabulary Materials
none new Representing Multiplication Anchor Chart (Lesson
1); (Other materials depend on which choice you
choose below in the independent practice. You will
need to decide ahead of time.)

Mini-Lesson
Boys and girls, you have been working very hard all week learning about what multiplication is & the
ways we can represent multiplication. Let’s quickly review each of the four ways. I’m going to draw a
Frayer Model here. I want you to watch. (Draw the Frayer Model just like the example provided. Work
through the model provided & review the four representations as you do. You can choose to copy the
example provided for students or have them copy it too.)

Active Engagement
Alright boys and girls, I want you to now try this out in your notebooks. I’m going to give you a
multiplication equation & I want you to represent it all four ways. Are you ready? Alright. 6 x 4. (Have
students review the four ways of representing by having them draw a Frayer model with a
multiplication fact in the middle & the 4 ways around it. Circulate to notice who will need extra
assistance during the independent practice activity.)

Link and Independent Practice

I’m very impressed with how well you did. You are starting to become multiplication experts! Today,
you are going to show your understanding of all 4 representations. (Choose one of the following
options for students to do or have them choose:
Choice 1- Create the 4-door foldable with a multiplication fact in the center. On the outside, model
each representation of that multiplication fact. Then on the inside under each type of representation
describe it/define it. Be sure students complete the question on the back.
Choice 2- Create a mobile that represents a multiplication fact in the 4 ways. Attach each
representation with a string to the folded paper plate with the multiplication fact glued on it. Be sure
that students follow the directions. See the image.
I have also provided a blank Frayer Model (a half sheet or a full page). You can use this as a Ticket
Out the Door, an assessment, or for practice. Just write in a multiplication equation.)

Intervention Extension
Pull students who are struggling in a group with Have students create flash cards for their
you & help work through whichever multiplication facts. Then have them practice
representation they are struggling with. This may them with a partner.
mean you need to pull manipulatives to make it
more concrete.

Closing
Think-pair-share: Call on a few students to share which representation they like best & why.
©The Owl Teacher
Frayer Model Anchor Chart

The Frayer Model of Multiplication

Repeated Addition Array

2+2+2=6 3 rows of 2

column
2 eyes + 2 eyes + 2 eyes
Row

3x2=6

1 2 3

0 2 4 6

3 groups of 2 Using a Number Line

Equal Groups Skip Counting

©The Owl Teacher
Frayer Model Anchor Chart

The Frayer Model of Multiplication

Repeated Addition Array

2+2+2=6 3 rows of 2

column
2 eyes + 2 eyes + 2 eyes
Row

3x2=6

1 2 3

0 2 4 6

3 groups of 2 Using a Number Line

Equal Groups Skip Counting

©The Owl Teacher
Frayer Model for student notebooks Frayer Model for student notebooks

The Frayer Model of Multiplication The Frayer Model of Multiplication

Repeated Addition Array Repeated Addition Array

2+2+2=6 3 rows of 2 2+2+2=6 3 rows of 2

column
column

2 eyes + 2 eyes + 2 eyes 2 eyes + 2 eyes + 2 eyes

Row Row

3x2=6 3x2=6

1 2 3 1 2 3

0 2 4 6 0 2 4 6

3 groups of 2 Using a Number Line 3 groups of 2 Using a Number Line

Equal Groups Skip Counting Equal Groups Skip Counting

©The Owl Teacher
©The Owl Teacher
Empty Frayer Model Anchor Chart

The Frayer Model of Multiplication

Repeated Addition Array

Equal Groups Skip Counting

©The Owl Teacher
 The Frayer Model of Multiplication
Empty Frayer Model for Students

Repeated Addition Array

©The Owl Teacher

Equal Groups Skip Counting

The Frayer Model of Multiplication

Empty Frayer Model for Students

Repeated Addition Array

©The Owl Teacher

Equal Groups Skip Counting

 Cut on the dotted lines and fold on the solid lines.
Array Which representation do you think is the best? Why?
Repeated Addition
Be sure to justify your answer.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
4-Door Foldable

______________________________________________

©The Owl Teacher

Skip Counting Name _________________________________________________ Equal Groups
8 x 7 = 56 4 x 4 = 16 9 x 9 = 81

3 x 6 = 18 4 x 7 = 28 2 x 9 = 18

7 x 9 = 63 5 x 4 = 20 8 x 3 = 24

6 x 8 = 48 5 x 5 = 25 3 x 4 = 12

6 x 5 = 30 8 x 4 = 32 7 x 6 = 42
8 x 7 = ____ 4 x 4 = ____ 9 x 9 = ____

3 x 6 = ____ 4 x 7 = ____ 2 x 9 = ____

7 x 9 = ____ 5 x 4 = ____ 8 x 3 = ____

6 x 8 = _____ 5 x 5 = ____ 3 x 4 = ____

6 x 5 = ____ 8 x 4 = ____ 7 x 6 = ____

 Multiplication Representation Mobile
Directions
1. Take a paper plate and fold it in half. Glue, tape or staple the
paper plate in this position.
2. Along the folded edge, spaced out evenly, hole-punch four holes.
3. Write a multiplication equation in the small star. Then, in the larger
stars, represent that fact based on the star’s label.
4. Carefully cut out each star.
5. Color and decorate both your stars and the folded paper plate.
6. Glue the small star in the center of the paper plate.
7. Using string, attach the star to the string and tie it to one of the
holes in the paper plate. Repeat with the other stars.
8. Place your name on the back of the folded plate.

s
o up
Rep
ea l Gr
ted q ua
Add E
iti
o n

Equation

Skip Counting An Array

©The Owl Teacher
Name ____________________________________________
Multiplication Representation
Directions: Complete the chart below.
multiplication equation Repeated Addition Equal Grouping An Array Skip Counting
5 x 4 = _______
6 x 9 = _______
3 x 7 = _______
2 x 8 = _______
9 x 3 = _______

©The Owl Teacher

Name ____________________________________________
Multiplication Representation
Directions: Complete the chart below.
multiplication equation Repeated Addition Equal Grouping An Array Skip Counting
20
5 x 4 = _______
4+4+4+4+4 0 4 8 12 16 20
54
6 x 9 = _______ 9+9+9+9+9+9 0 9 18 2736 45 54
21
3 x 7 = _______ 7+7+7
0 7 14 21
16
2 x 8 = _______ 8+8
0 8 16
27 3+3+3+3+3+
9 x 3 = _______
3+3+3+3 0 3 6 9 12 15 18 21 24 27

©The Owl Teacher

 Glue here. Multiplication Organizer Glue here.
Explain below. The Bottom Portion Explain below.

Glue here.
Explain below.

Glue here. Glue here.

Explain below. Explain below.

©The Owl Teacher

Glue here.
Explain below.
Multiplication Organizer Glue here.
Explain below.
The Bottom Portion

Glue here.
Explain below.

Glue here. Glue here.

Explain below. Explain below.
©The Owl Teacher
 The Top Portions

Skip Repeated
Counting Addition

*
Multiplication

x
Equal An
Groups Array
Cut out and fold on the dotted line. Then

©The Owl Teacher

glue on to the bottom portion.

The Top Portions

Skip Repeated
Counting Addition

*
Multiplication

x
Equal An
Groups Array
Cut out and fold on the dotted line. Then
©The Owl Teacher

glue on to the bottom portion.

 A Special Thank You! Terms of Use
Thank you for taking the time to download this resource! I know Each page of this document is ©
as a teacher, you have so much to do and so little time, along Copyright of Tammy DeShaw, The
with being limited on your resources. I am here to help by Owl Teacher. All rights reserved.
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without sacrificing quality teaching! *This product is to be used by the
Thank you for letting me help you! original downloader only for
classroom and personal use ONLY.
*Copying for teachers, classroom,
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Math Workshop Multiplication and

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3rd Grade Workshop 3rd
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