Grade: 3 Subject: Math

Unit: Multiplication
Lesson#:1 Tubing Tens- Cool off with an Imaginary River Adventure
  If you know how to count by tens, you can solve multiplication factors in which ten is a
factor. 
Standards: NC.3.OA.1: For products of whole numbers with two factors up to and including 10:
 Interpret the factors as representing the number of equal groups and the
number of objects in each group. 
 Illustrate and explain strategies including arrays, repeated addition,
decomposing a factor, and applying the commutative and associative
properties. 
MP4: Model with Mathematics. 

Objective: Students will write skip counting patterns and a simple story multiplication problems in
which ten is a factor. 
Lesson Tubing Tens- Create a Story
#:2
  Drawing pictures can help you learn and practice basic multiplication facts. 
Standards: NC.3.OA.1: For products of whole numbers with two factors up to and including 10: 
 Interpret the factors as representing the number of equal groups and the
number of objects in each group. 
 Illustrate and explain strategies including arrays, repeated addition,
decomposing a factor, and applying the commutative and associative
properties.
W.3.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences. 
MP1: Make sense of problems and persevere in solving them.
MP6: Attend to precision.

Objective: Students will be able to draw a picture which represents multiplication facts with ten
and the numbers 1-9 as factors, and write a story with key to accompany the picture. 
Lesson African Amphibians- Review Multiplying by Ones & Twos While Learning Fun Facts About
#:3 Frogs
  Students know how to explain how counting by ones and twos translate to knowing
their multiplication facts.
Standards: NC.3.OA.1: For products of whole numbers with two factors up to and including 10: 
 Interpret the factors as representing the number of equal groups and the
number of objects in each group. 
 Illustrate and explain strategies including arrays, repeated addition,
decomposing a factor, and applying the commutative and associative
properties.
MP7: Look for and make use of structure.

Objective: Using the structure of counting by ones and twos, SWBAT explain how counting by ones
and twos translates to already knowing their multiplication facts in which one and two
 are factors.
Lesson Open Number Lines- Just the Basics 
#:4
  Students can solve multiplication problems with factors of 1, 2, 5, or 10 on an open
number line. 
Standards: 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division.
3.OA.D.9: Identify arithmetic patterns (including patterns in the addition table or
multiplication table) and explain them using properties of operations.
MP4: Model with mathematics. 
Objective: SWBAT model and solve multiplication problems with a factor of 1, 2, 5 or 10 on an
open number line.
Lesson Open Number Line- Decomposed Factors
#:5
  Students flexibly manipulate numbers, applying what they already know to solve what
they do not yet know.
Standards: 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division.
3.OA.D.9: Identify arithmetic patterns (including patterns in the addition table or
multiplication table) and explain them using properties of operations. 
MP2: Reason abstractly and quantitatively.

Objective: Students will be able to model multiplication problems with decomposed factors on an
open number line.
Lesson Swimming Swamp Monkeys- Using an open Number line to Solve Word Problems
#:6
  students will explore one of the many ways that scientists use math in their research.
Standards: 3.OA.A.3: Use multiplication and division within 100 to solve word problems in
situations involving equal groups arrays and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
MP4: Model with mathematics

MP6: Attend to precision

Objective: Students will be able to identify factors in word problems and use an open number line
to model the problem. They will be methodical in the use of the open number line in
order to attend to the precision of their answers. 
Lesson Commutative - Concrete Representations
#:7
  Students are able to illustrate the commutative property and articulate the differences
and similarities between two models demonstrating the same pair of facts.
Standards: 3.OA.B.5: Apply properties of operations as strategies to multiply and divide. 
MP4: Model with mathematics

MP7: Look for and make use of structure. 

Objective: Students will be able to make a concrete model (with manipulatives) of a pair of math
 facts to demonstrate and explain the commutative property.
Lesson Fun with Four: Decomposing to known factors of 1,2,and 5. 
#:8
  Students act as problem solvers to take an unknown fact and solve it by breaking it
down into pieces that are known.
Standards: 3.OA.B.5: Apply properties of operations as strategies to multiply and divide. 
3.OA.A.1: Interpret products of whole numbers 

MP4: Model with mathematics

MP7: Look for and make use of structure. 

MP8: Look for and express regularity in repeating reasoning.

Objective: Students will decompose equal group and array multiplication models into known facts
(1, 2, and 5 as factors) using the associative property.  
Lesson Counting Clams- A Tidal Flat Adventure
#:9
  Mathematics has an important role in the real world outside of school. Scientists use
multiplication to estimate animal populations.
Standards: NC.3.OA.3: Represent, interpret, and solve one-step problems involving multiplication
and division. 
 Solve Multiplication word problems with factors up to and including 10.
Represent the problem using arrays, pictures, and/or equations with a symbol
for the unknown number to represent the problem. 
 Solve division word problems with a divisor and quotient up to and including
10. Represent the problem using arrays, pictures, repeated subtraction and/or
equations with a symbol for the unknown number to represent the problem.
NC.3.OA.8: Solve two-step word problems using addition, subtraction, and
multiplication, representing problems using equations with a symbol for the unknown
number.
MP3: Construct viable arguments and critique the reasoning of others
MP6: Attend to precision

Objective: SWBAT read a math story set in a real-world scientific context, determine possible
multiplication equations to find the solution, and explain their thinking
Lesson #:10 Monster Math
  Close reading skills are needed in math, too!
Standards: NC.3.OA.3: Represent, interpret, and solve one-step problems involving multiplication
and division. 
 Solve Multiplication word problems with factors up to and including 10.
Represent the problem using arrays, pictures, and/or equations with a symbol
for the unknown number to represent the problem. 
 Solve division word problems with a divisor and quotient up to and including
10. Represent the problem using arrays, pictures, repeated subtraction and/or
equations with a symbol for the unknown number to represent the problem.
RF.3.4: Know and apply grade-level phonics and word analysis skills in decoding words.
A. Identify and know the meaning of the most common prefixes and derivational
 suffixes
B. Decode words with common Latin suffixes
C. Decode multisyllabic words
D. Read grade-appropriate irregularly spelled words
MP1: Make sense of problems and persevere in solving them

MP6: Attend to precision

Objective: Students will be able to attend to precision in solving multiplication story problems, and
persevere in reading carefully to find the necessary information and eliminate
irrelevant details.
Lesson #:11 The Video Game Model of Adding
  Video games often dole out points in groups of 25, 50, and 100 because they are easy
numbers to multiply. Practice with patterns of 5 and 10 apply directly to understanding
patterns with 50 and 100.
Standards: NC.3.OA.9: Interpret patterns of multiplication on a hundreds board and/or
multiplication table.
NC.3.NBT.3: Use concrete and pictorial models, based on place value and the properties
of operations, to find the product of a one-digit whole number by a multiple of 10 in
the range 10-90.
MP4: Model with mathematics
MP7: Look for and make use of structure

Objective: SWBAT create and verbally explain and demonstrate, with models and equations,
multiple ways to add on from a given number to 2000 using repeated addition of 50
and 100 and multiplication of 50 and 100.

Answers based on unit prepared by Jennifer Valentine:

https://betterlesson.com/browse/master_teacher/326834/60522/145998/jennifer-valentine?
from=master_teacher_curriculum
 SECTION 1: Desired Results—Standards and
Performance Descriptors
NCSCoS Standard(s): NC.3.OA.3: Represent, interpret, and solve one-step problems
involving multiplication and division. 
 Solve Multiplication word problems with factors up to and including 10. Represent
the problem using arrays, pictures, and/or equations with a symbol for the
unknown number to represent the problem. 
 Solve division word problems with a divisor and quotient up to and including 10.
Represent the problem using arrays, pictures, repeated subtraction and/or
equations with a symbol for the unknown number to represent the problem.

1. What do students need to learn? What is the specific learning

standard/performance descriptor to be taught?
Learning Outcome (and Bloom’s Revised Taxonomy level): Students will be able to
develop a game using their knowledge of multiplication and division
word problems where their classmates can complete the game with
75% accuracy. (Creating)
Source of Standard(s): This performance descriptor aligns with the North Carolina
Standard Course of Studies for Mathematics
https://files.nc.gov/dpi/documents/files/2017-3rdunpacking-
revjune2019.pdf

2. What do students need to know to be ready for this lesson?

 Students should be learning or have learned multiplication of whole numbers and
learning or have learned the two models of division.
Planning Questions and
Information and Data Sources Notes and Comments
Decisions
1. How will students Creating a game that requires the use When their classmates are
demonstrate what they of multiplication and division word playing the game and do not
have learned? problems to move game pieces along understand the rules or
a board. missed a part, students may
guide each other to correct
Having classmates play the game they any errors.
have created to test that the game can
work Finding correct answers to
word problems leads to
game pieces moving forward
creating a winner.
2. What assessment Crafts supplies to make gameboard Instructions and Rules will
materials are available and movers will be provided by the need to be developed along
and what materials need teacher with the gameboard.
to be developed? Textbook & Class Notes
Game instructions will need to be Time in class will be
developed provided to work on creating
gameboard and instructions.
3. How will the assessment Rubric created by Teacher Points based on how well
be evaluated or scored? the game was explained and
their classmates
understanding of the game.
4. How will assessment Copy of rubric showing grade and Time will be provided for
results be reported? notes will be handed back to students. students to ask questions
about the grade and talk
about notes the teacher had
written.
5. What further practice and Students may receive further practice A follow-up or alternative
follow-up assessment can on multiplication and division word assessment is not available.
be provided for students problems based on how well the game
who fall below was presented and performed.
expectations?
6. How will the assessment Determine which students need further The rubric will give students
results be used? practice. feedback if needed. The
score on the rubric will be
Grades will be included on the factored into the final report
quarterly report card. card grade.
BASIC INSTRUCTIONAL DESIGN PRELIMINARY PLANNING
1. What learning standards will be taught?

NC.3.OA.3: Represent, interpret, and solve one-step problems involving

multiplication and division. 
 Solve Multiplication word problems with factors up to and including
10. Represent the problem using arrays, pictures, and/or
equations with a symbol for the unknown number to represent the
ResultsDesired

problem. 
 Solve division word problems with a divisor and quotient up to and
including 10. Represent the problem using arrays, pictures,
repeated subtraction and/or equations with a symbol for the
unknown number to represent the problem.

2. What is the learning outcome/objective of the lesson associated to

the standard?

Students will be able to develop a game using their knowledge of

multiplication and division word problems where their classmates can
complete the game with 75% accuracy.
Evidence of Learning

3. How will students demonstrate what they have learned (What is the
assessment)?

Creation of Board Game for classmates to play that can be completed

4. What assessment materials are available and what materials need

to be developed?

Crafts supplies to make gameboard and movers will be provided by the

teacher
Textbook & Class Notes
Game instructions will need to be developed
Time in class will be provided to work on creating gameboard and
instructions.

5. How will the assessment be scored or evaluated?

Rubric created by teacher

6. How will assessment results be reported?

Copy of rubric showing grade and notes will be handed back to students.
 7. What practice and follow-up assessment can be provided for
students who fall below expectations?

Students may receive further practice on multiplication and division word

problems based on how well the game was presented and performed.

8. How will assessment results be used?

Determine which students need further practice.

Grades will be included on the quarterly report card.
Lesson Design

9. What is a motivating opening for the lesson?

Let the students play a math game that includes multiplication and
division. They take notes as they are playing the game to include what
pieces they might want to add to their game. They will also take note of
what they liked and disliked about the games they played.

10. What teaching strategies will be effective?

The active listening teaching strategy will be effective because students

are having to take what they know and apply to it to their game, which is
reciprocal questioning.

11. What learning activities will students engage in?

Students will play math games with classmates to find out what they
want their game to be. Students will be creating their own multiplication
and division problems and solve them to make sure their games can
work.

12. What opportunities will students have to reflect on their learning?

Students will reflect on their learning when letting their classmates play
their games. After a group of students plays their game, they will get
notes from the students who played their game and what they might
need to change or improve in their game.

13. What materials and resources are needed to support and enhance
learning?

Students will need craft supplies, such as poster board, markers and
construction paper, to help them create their game board. They might
need a computer if they decide to type their instructions and rules.

14. How will student progress be monitored?

Student progress will be monitored by the teacher taking anecdotal notes
while students are they are working on their gameboards and how
students react when playing each others’ games.

15. What forms of follow-up practice may be used?

If students need follow-up practice, they may be given worksheets with

multiplication and division word problems.

16. How long will the lesson take?

This lesson will take 2 days, one to play sample games and start working
on their games and another day to finish creating games and present to
classmates for them to play.

17. Are there any foreseeable pitfalls in the lesson?

If students focus too much on the details of their gameboard and not
enough time on their instruction and rules, then their classmates might
not understand how to play their game.

18. What alternatives are there if the lesson does not work out?

If the lesson does not work out, students may be given the opportunity to
play more of the sample math games to practice their multiplication and
division skills.
 3rd GRADE MATHEMATICS LESSON PLAN by Katie Riordan
NC State Learning Standard(s) (concepts, skills, processes)
NC.3.OA.3: Represent, interpret, and solve one-step problems involving multiplication and division. 
 Solve Multiplication word problems with factors up to and including 10. Represent the
problem using arrays, pictures, and/or equations with a symbol for the unknown number to
represent the problem. 
 Solve division word problems with a divisor and quotient up to and including 10. Represent
the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for
the unknown number to represent the problem.
Assessment of Learning Standard
Creation of Board Game for classmates to play that can be completed.
Learning Outcome
Students will be able to develop a game using their knowledge of multiplication and division word
problems where their classmates can complete the game with 75% accuracy. (Creating)
Estimated Time Student
Lesson Design Materials Requirement Grouping
 Opening Description (include Teacher Created 20 Minutes Students will be
how the teacher will inform the Sample Math put into random
students of Games groups by their
outcomes/purpose/expectations teacher to who
associated with the lesson) they will work
Teacher will tell students that they will with.
be starting to creating a math game to
show their knowledge of multiplication
and division problems. Students will
play sample math games with
classmates to gain ideas for what they
want their game to be. Students will be
creating their own multiplication and
division problems and solve them to
make sure their games can work.
 Teaching Strategies/Activities Worksheet from 20 Minutes Individual/ Class
Description (demonstration, teacher Discussion
modeling, explanation,
directions, etc.)
The active listening teaching strategy
will be effective because students are
having to take what they know and
apply it to their game, which is
reciprocal questioning.

Students will review multiplication and

division problems with the teacher with
problems from a worksheet. Students
will complete the problems on their
own before sharing with the class their
answer. Students will be creating their
own problem and share with class for
classmates to solve. Teacher will
discuss with students how
multiplication and division problems
can be used in games.
 Student Activities Description Craft Supplies 120 Minutes Individual
Students will create their own math including poster
game based on what they have learned board, markers,
with multiplication and division construction
problems. Students will be creating paper
their own multiplication and division
problems and solve them to make sure
their games can work.
 Closing Description Math Games 30 Minutes Students will be
Students will reflect on their learning created by put into a group
when letting their classmates play their Students by their teacher to
games. After a group of students plays who they will work
their game, they will get notes from the with. After playing
students who played their game and a game, students
what they might need to change or will work
improve in their game. individually to
improve their
game.
Practice Activities/Assignments Math Game N/A N/A
Homework: After completing creation created by
of their game and having time to Students
improve if needed, students will take
their games home and play with their
family and come to school prepared to
share how playing the game went.
Assessment of Student Learning Rubric N/A N/A
Students will be graded based on
rubric created by teacher.