MULTIPLICATION LESSON PLAN WITH MS.

PONCES 3rd GRADERS IN LIONS

DEN BED 4310
Students: Martha Chavez, Claudia Daz Hernndez, Beatriz Pea, Madeline V.
Hurtado
October 6, 2015
Lesson Plan Title: Multiply with Mickey and Minnie
Concept / Topic to Teach: Multiplication
Subject: Mathematics
Grade Level: 3rd grade
TEKS:
3.4 The student applies mathematical process standards to develop and use
strategies and methods for whole number computations in order to solve problems
with efficiency and accuracy.
3.4D determine the total number of objects when equally-sized groups of
objects are combined or arranged in arrays up to 10 by 10;
3.4E represent multiplication facts by using a variety of approaches such as
repeated addition, equal-sized groups, arrays, area models, equal jumps on a
number line, and skip
3.4G use strategies and algorithms, including the standard algorithm, to
multiply a two-digit number by a one-digit number. Strategies may include
mental math, partial products, and the commutative, associative, and
distributive properties;
Objectives:
Students will be able to use strategies to solve multiplication problems by
demonstrating knowledge of multiplication skills in math centers.
Students will be able to determine the total number of objects using equal
groups and arrays.
Students will be able to represent multiplication facts using a variety of
strategies such as repeated addition, equal groups, arrays, area models,
number line, and skip.
Students will be able to recognize the different properties used to solve
multiplications between 1 and 5.
Vocabulary:
* Multiplication
* Array
* Product
Materials:
Open Activity:
Multiplication Ball
Markers
Activity #1

* Equal groups
* Factor

Mickey and Minnie faces for arrays

Multiplication cards
Index cards
Markers
Activity #2
Memory multiplication cards
Foamie blocks
Construction paper
Pencil
Activity #3
Bingo Cards
Multiplication Cards
Activity #4
Construction paper
Makers
Sentence strip
Foam dice
Stickers

Activities:
Arrays
Commutative Property
Repeated Addition
Equal-Groups

Procedure:
Activity #1:
1. Students will be separated into two teams, team Minnie and team Mickey.
2. The students will get a bag with Minnie or Mickey faces in it with which they will
create arrays.
3. In the middle of the table there will be different multiplication cards turned upside
down, one student of each team will grab one card.
4. The teams will create the array of the multiplication they got with the faces of
Mickey or Minnie that they have.
5. When the students find the solution of the multiplication table they will write down
the answer in the index card.
6. After finishing up the first array and having the answer of the multiplication, the
students will grab another multiplication card and they will do the same as before.
7. At the end of the time the team that has more multiplications solved will win.
Activity #2:
1. Teacher will explain the commutative property to the students using the poster
board.

2. Teacher will explain students the rules for the memory multiplication game and put
the multiplication cards in the table flip down.
3. Students need to find the two cards that shows the commutative property. Example:
3 x 2, and 2 x 3 cards.
4. Then, students will use foamie blocks to understand why the order of the factors do
not affect the result and find the answer.
5. Students will write the multiplication and the answer in a construction paper.
6. Repeat steps 2-4 as many times the students can during the activity.
7. The winner of the game will be the student that has more multiplications solved
with the correct answer.
Activity #3:
1. Teacher will explain the students the repeated addition as multiplication show in the
poster board.
2. Teacher will explain the rules of the game as they get prepared.
3. Students will be distributed in the centers to start playing Bingo.
4. Teacher will say out loud the multiplications and repeated addition cards to start
playing Bingo.
5. Student will need to identify the multiplications as repeated addition factors.
Example: 2x4=8 will be the same as 2+2+2+2=8
6. Students will need to compare the different form of doing multiplications in
repeated addition form to get a right answer.
7. The first student to complete the Bingo card will be the winner.
8. Repeat steps 1-7 if we still have time with another group.
Activity #4:
1. First teacher is going to model what they need to do in the center.
2. Second, once the teacher is done doing the modeling they are going to get their
materials that they are going to use for the activity.
3. They are to going to roll the dice. For instance, kids rolled a 4 and a 6, so they will
created four groups of six (6 x 4 = 24).
4. After getting the numbers from the dice they are going to write it down on the
sentence strip that the teacher has have provide it.
5. Then they are going to draw a circle with blue marker which this is going to
represent the groups.
6. Then they will get stickers to put inside the circle which they will represent the
group size.
7. After that they will write out their multiplication problem.
8. Then they could go back and check their work by counting all the stickers in the
groups they made, adding them together.
9. Teacher then will ask students to read the statement for example (6x4=24) it would
be 6 times 4 equals 24.
10.Repeat 1-9 steps if we still have time.
Assessment:
Informal Assessment:
Each teacher will observe and ask questions during each center.
Closure:
Ask Questions:

What one thing did you learn today?

What was the most difficult concept in todays lesson?
What was the most significant learning from today?
Of the different methods taught today to solve a multiplication, which one did you
like the most?
Open Activity:

Activity #1:

Activity #2: Commutative Property Fun with Mickey

Activity #3: Bingo

Activity #4: Equal Groups