Lesson Plan Subject: Mathematics

Name: Jannath Begum

Seminar in Childhood Education

Prof. Norman Eng

rd
Lesson # _1___ of __3___ Grade Level: 3

● Demonstrate an understanding of repeated addition by adding a

number to itself 2,3,4 and 5 times.
Central Focus ● Identify missing numbers in counting patterns of 2,3, and 4.
● Draw equal groups and write a multiplication sentence to
represent the drawing.

● CCSS Math: 3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total
Standard
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.

To understand the meaning of multiplication

Learning
Objective

Materials
Number line, Equal group sets, Counters, Pictorial representation
 The purpose of learning multiplications as grouping is to represent
multiplication as collecting equal groups of an amount.

Purpose The purpose of learning multiplication as repeated addition is to show

that adding equal groups together is also known as multiplication.

● Review counting by 2s, 3s, 4s, and 5s.

● Using repeated addition strategy and number line students will be
guided to find equal groups such as 2+2+2= 6. 3 groups of 2
count by 2s three times. 2, 4, 6.
Instruction ● Multiplication sentence: Number of groups × number in each
group = number in all. Ex: 3 × 2= 6
● Students will be guided to understand that both 2+2+2 and 3×2
represent the same information, and 3×2=6, whether in horizontal
or vertical form, is read “3 twos equal 6” or “three times two
equals six.”

1. In groups, students will list things that come in 2’s, 3’s, 4’s,
and 5’s on chart paper. Students will share some of their ideas
with the class.
2. Students will be introduced to array models, number line and
repeated addition and will learn how to use them in
multiplication.
3. Teacher will write two exercises on the board and students
will be advised to read aloud the addition and multiplication
Learning Task sentences in the two exercises to reinforce the relationship
between repeated addition and multiplication. Students will
work in groups to find how many in all.
1. 5+5= ?
2 fives= ?
2 × 5= ?
2. 3+ 3+3+3= ?
4 threes= ?
4×3=?
4. Individually, students will write an addition sentence and
multiplication to show how many in all.
5. They will solve each multiplication on page 133.
 1. Individually students will solve the problem “How many
fingers are in 3 hands?” Students can choose to use objects,
Closing
skip counting, repeated addition or drawings to solve the
problem. They can also ask for help.

2. Students will write in their journals “3 fives equals 15” as a

multiplication sentence. Students will share their answers
with their neighbor. 
3. Students will compare the addition sentence to the
Assessments multiplication sentence in their journals by using the I can
statement. “I can show the answer to “3 fives equals 15” in
three ways.”
4. Students will share their problem with their partner and have
their partner demonstrate the sentence using equal sets.

Students will be provided with counters and pictorial representations.

Differentiation Students who get the correct answers will be challenged to represent
the problem solution for others using the materials.

Academic Language Repeated addition, Array Model, Equal Groups, Multiplication

Sentence, Number line, Skip counting.

rd
Lesson # 2 of 3 Grade Level: 3

Learning Objective To find the product when 1 or 0 is a factor.

Materials
Number line, Equal group sets, Counters, Pictorial representation
 The purpose of learning multiplications as grouping is to represent
multiplication as collecting equal groups of an amount.

Purpose The purpose of learning two important properties, identity property

and zero property, to find the product when 1 or 0 is a factor.

● Students will be introduced to identity and zero property.

● a × 1 = a or 1 × a = a (identity property). When you multiply
any number and 1, the answer is that number.
● a × 0 = 0 or 0 × a = 0 (zero property). When you multiply any
number and 0, the answer is 0.
Instruction ● The terms factor and product will be introduced to identify the
parts of a multiplication sentence. For example if my factors
are 3 and 1. What is my product? Factors are the numbers you
multiply and product is the answer when you multiply. Rule:
Factor × Factor = Product. Therefore, 3 × 1 = 3.

● Review multiplication strategies that they have learned in the

previous lesson.
● Teacher will write two problems on the board and have a
student read it aloud. In groups they will be asked to do either
repeated addition or multiplication to find the answer. At the
same time, the teacher will lead them to show multiplication
is the more efficient operation. Teacher will call on a
Learning Task volunteer to answer the questions using or modeling a
strategy.
➔ Problem on the board:
1. There are three mailboxes. There is one letter
in each mailbox. How many letters are in all?
(Identity Property)
2. There are three mailboxes. Each mailbox has 0
letters. How many letters are in all? (Zero
Property)
● Teacher will guide students through the problem and repeat
the activity, changing the number of mailboxes to 2 and then
5. Then, they will be asked about the pattern they observed.
● Individually, students will do selective exercises on page 135.
● Students will be guided through the difference between
factors and product and identify each factor and product in
exercises on page 135.

●
 Students will be asked to predict the products of 10 × 1 = ?, 11 ×1
Closing
=? and 12 × 1 = ? and to use models to check their work.

Students will copy the rules about multiplying with 1 and 0 in their
Math Journals. Under each rule they will write examples for a
pattern. Then, they will be asked to enter factor and product in their
Assessments “vocabulary” section and supply a definition of each.

The teacher may give special attention and differentiated instruction

Differentiation
to this group to ensure understanding of skill throughout the lesson.

Academic Language
Repeated addition, Array Model, Equal Groups, Multiplication

rd
Lesson # 3 of 3 Grade Level: 3

Learning Objective To multiply twos.

Materials Number line, Equal group sets, Counters, Pictorial representation,

actual counters, rulers, index cards.
 The purpose of learning multiplications as grouping is to represent
multiplication as collecting equal groups of an amount.

The purpose of learning multiplication as repeated addition is to

Purpose
show that adding equal groups together is also known as
multiplication.

● Ask students to share “multiplication strategies” they already

know. Some strategies students may share are repeated
additions, arrays, number line, or equal grouping. As students
share, teachers will list strategies on the board.
● Students will be instructed that in order to find 5 groups of 2
we need to count by 2s five times. 2, 4, 6, 8, 10 (also known
as skip counting).
Instruction ● Using a number line teacher will display :

5 × 2 = 10 or 2
×5
____
10

● Students will write multiplications both in vertical and

horizontal forms.
● Students will be asked to use number line and counters to
complete the exercises on page 136.
Learning Task
● The teacher will observe the students as they work on
completing the assignment to make sure the problems are
done correctly.
● Students will be asked to write a multiplication sentence for
each given repeated addition.
 Joe has 3 rows of stickers. There are 2 stickers in each row. How
many stickers are in all?
Closing
 Complete the table and describe any pattern that you see.
2 ×1 2× 2 2 ×3 2 ×4 2 ×5 2 ×6 2 ×7 2 ×8 2 ×9 2
×10
Assessments
=? =? =? =? =? =? =? =? =? =?
All the products are even and the products are the numbers you
say when you count by 2s.

The teacher may give special attention and differentiated

instruction to this group to ensure understanding of skill throughout
Differentiation the lesson.
Students who are confused at the meanings of multiplication and
addition will work with counters and cups to see the difference
between 4 × 2 and 4 +2.

Academic Language
Repeated addition, Array Model, Equal Groups, Multiplication

Math Performance Rubric