Johannah Murdock

30 November 2017

GoMath Chapter 4 Sequence and Lesson Plans

Topic: Multiplication Facts and Strategies
Grade: 3rd

● Big Idea: I am going to emphasize that all of the whole number multiplication
facts are conceptually related. So if you know that 5X5 is 25, you can figure out
5X6 is 25+5 more. Or you can figure out that 5X6 is 5 doubled, 3 times.

○ Strengths: GoMath provides a lot of different strategies for every aspect of

math. This allows for most people to find the strategy that they like best.
○ Weaknesses: Unfortunately, GoMath does not allow for a lot of practice on
these strategies. This results in students being moved onto a new strategy
before they have mastered the strategy they are currently working on. It is
very fast paced and dense.

● Common Core Standards:

○ CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total 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.
o CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation
relating three whole numbers. For example, determine the unknown number that
makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

● Standard for Mathematical Practice:

○ CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in

solving them.

Formative Assessment
● Personal Math Trainer: this is an assignment that is on the computer. I will pick
questions to check for understanding on the current lesson we are working on.
These assessments will be used on the days that I use math stations.
● Reteach and Enrich: I will use these assignments throughout the chapter in a
variety of ways: math stations, homework, and morning work.
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30 November 2017

● Mid-Chapter Check: this is a formative assessment to check student’s

understanding to make sure that we are ready to move on with the rest of the
chapter.

Summative Assessment
● Chapter Test: Students will be assessed using the chapter test from GoMath.
This test is on the computer on Think Central.

Record Keeping
● I will be using a classlist to keep track of student’s understanding. For work that
we complete in class, I will use a check system to keep track.
○ Check minus means students don't understand
○ Check means student understands with help
○ Check plus means student understands on their own
The check system will be used for each new strategy the students learn. I will
collect data as students turn in complete work with me in small groups and when
they turn in their Reteach and Enrich and Mid-Chapter Check. Each strategy will
get a column on the classlist and I will evaluate how well they understood that
strategy. I will use this data to determine how long each group spends with me in
our group rotations and also to determine when and what to send home as
homework.
● For the assignments that will have a number score, such as the Personal Math
Trainer (PMT), I will record the number correct out of the total possible. This will
be recorded on the formative assessment classlist under what the strategy is that
was being assessed.
● Summative assessment data will be recorded on a separate classlist. The scores
on this sheet are sorted by chapter and the score is recorded as number correct
out of total possible.
● In addition to my own record keeping, the students have their own math data
sheets in their binders. After completing a chapter test, they input their data on
their own record sheet. This allows the students to see for themselves how their
scores are changing from chapter to chapter.
● These class lists are kept in the file cabinet next to my desk. There is a folder
labeled “Math Grades”.

Preparing Students
To prepare students for the chapter test, I will be teaching the lessons that cover
what is tested. The test covers multiplication of 2, 3, 4, 5, 6, 7, 8, 9, and 10. It also
covers using multiplication to solve word problems, the Associative Property of
Multiplication, the Distributive Property of Multiplication, and patterns in the
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30 November 2017

multiplication table. I will be teaching the strategies that go along with these items in a
number of ways. I will use formative assessments to understand where my students are
in their understanding during and after my lessons to know when and what to assign as
morning work, homework, and extra practice. Students will complete PMT’s to practice
taking math assessments on the computer and they will complete the Mid-Chapter
Check and the Chapter Review to practice questions similar to the test. Although I must
use the Chapter Test provided by GoMath, I will be using the rest of the curriculum as a
guidebook in my teaching and not a rule book. My lessons will be tailored to my
students to ensure their understanding of the content being taught.

Sequence of Lessons
Lesson: 4.1
Date: 10/23
Learning Target/Objective:
● Draw a picture
● Count by 2’s
● Use doubles
To multiply with the factors 2 and 4
Description: Mini whole class activity followed by stations.
This lesson will focus on the connection between multiplying with factors 2 and 4
to make doubles. To introduce this, students will be drawing pictures of doubles in small
groups and then making connections in whole group time. In addition to this, students
will count by 2’s. The lesson will begin together on the carpet with dry erase boards and
a small group activity. Mrs. Murdock will guide students to make the connections
between 2 and 4 and the different ways to multiply with 2 and 4. Then the class will split
into 4 groups of 6 and rotate through stations.
Materials Needed:
● Notebook Presentation 4.1
● Student Binders
○ Student Textbook pages 191-196
● Pencil
● Dry erase boards
● Markers
● erasers
● Station 1: Mrs. Murdock with page 195.
● Station 2: Independent with page 193.
● Station 3: Game
○ Math game
○ Dice
● Station 4: PMT
○ 6 computers
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30 November 2017

○ Scrap paper
Formative Assessment:
● Page 195 with Mrs. Murdock
● PMT
Strategies to meet the needs of students:
If students don’t understand, assign Reteach 4.1 for homework.

For students with Mrs. Murdock who need more time to understand, allow more
time in that rotation for those students. For example, they may spend 20 minutes with
Mrs. Murdock instead of 15.

Lesson: 4.2
Date: 10/24
Learning Target/Objective:
● Number line
● Bar model
● Skip counting
To multiply with the factors 5 and 10
Description: Mini whole class activity followed by stations.
This lesson will focus on the connection between multiplying with factors 5 and
10. To introduce this, students will be seated at the tables. Mrs. Murdock will begin by
dividing the students into pairs. Each group will receive baggies with sticks and bits
(10’s and 1’s). The students will be asked to use their 10 sticks to solve different
problems: 4X10, 1X10, 3X10. Mrs. Murdock will call on students who raise their hands
to give an answer. Then Mrs. Murdock will ask students to use their 1’s bits to solve
different problems: 1X5, 3X5, 4X5, 2X5 (is that the same answer as any other questions
we’ve solved?), 6X5 (how about this one?), and 8X5 (what connections can we make
between multiplying with 5’s and 10’s? Mrs. Murdock will help students reach the big
idea by drawing connections between the problems on the smartboard. Then students
will move into their station groups where they will be using a number line and counting
by 5’s and 10’s.
Materials Needed:
● Notebook Presentation 4.2
● Student Binders
○ Student Textbook pages 197-202.
● Pencil
● Station 1: Mrs. Murdock with page 198 and 199.
● Station 2: Independent with page 197 and 198(1st half).
● Station 3: Game
○ Math game
○ Dice
● Station 4: PMT (40.2.1, 40.2.3, 40.2.7, 40.2.27, 40.2.30, 40.2.62)
 Johannah Murdock
30 November 2017

○ 6 computers
○ Scrap paper
Formative Assessment:
● Page 198 and 199 with Mrs. Murdock
● PMT
Strategies to meet the needs of students:
If students don’t understand, assign Reteach 4.2 for homework.

For students with Mrs. Murdock who need more time to understand, allow more
time in that rotation for those students. For example, they may spend 20 minutes with
Mrs. Murdock instead of 15.

Lesson: 4.3
Date: 10/25
Learning Target/Objective:
● Draw a picture
● Use 5s facts and addition
● Use doubles
● Multiplication table
To multiply with the factors 3 and 6
Description: Mini whole class activity followed by stations.
This lesson will focus on the connection between multiplying with factors 3 and 6.
To introduce this, the lesson will begin with the students seated at the tables. Mrs.
Murdock will pass out cups of triangles and hexagons to the students. Mrs. Murdock will
then have students explore independently with the pieces and counting the pieces
sides. After the students have had time to explore, she will guide them into making a list
of things they have noticed. How many sides do 3 triangles have altogether? How about
3 hexagons? And 6 triangles? What connections can we make? What’s the largest
multiplication sentence you can make with the pieces you have? How do you know this
is true? In addition to this, students will be using skip counting, counting by 5’s and then
add one more to get 6, and use doubles for even numbers. Students will also learn to
use a multiplication table. Then the class will split into 4 groups of 6 and rotate through
stations.
Materials Needed:
● Notebook Presentation 4.3
● Student Binders
○ Student Textbook pages 203-208.
● Pencil
● Triangles and hexagon pieces
● Station 1: Mrs. Murdock with page 204.
● Station 2: Independent with page 207.
● Station 3: Mrs. Zeman with page 206.
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30 November 2017

● Station 4: PMT (40.3.51, 40.2.29, 40.2.34, 40.2.35)

○ 6 computers
○ Scrap paper
Formative Assessment:
● Page 204 with Mrs. Murdock and page 206 with Mrs. Zeman
● PMT
Strategies to meet the needs of students:
If students don’t understand, assign Reteach 4.3 for homework.

For students with Mrs. Murdock who need more time to understand, allow more
time in that rotation for those students. For example, they may spend 20 minutes with
Mrs. Murdock instead of 15.

There might be students who are able to complete the work in their station and
have a lot of time left over, for these students there will be the Enrich 4.3 page
available.

Date: 10/26
Mrs. Murdock will be at MSU for class. Mrs. Zeman will be doing a review activity
covering 4.1-4.3.

Lesson: 4.4
Date: 10/27
Learning Target/Objective:
Use the Distributive Property to find products by breaking apart arrays.
Description:
This lesson will focus on the connection between multiplying with more than one
factor using the Distributive Property of Multiplication. To introduce this, students will
watch the interactive lesson (4.4) of the Unlock the Problem on the smartboard.
Students will be seated on the carpet with their binders opened to page 209. They will
follow along with the interactive lesson and Mrs. Murdock will pause the lesson to clarify
as needed. After the interactive lesson, Mrs. Murdock will model the activity using
square tiles while the students work at the tables with their own tiles The activity will
involve taking an array and splitting it into two sections to make two smaller arrays.
These arrays represent multiplication problems. Mrs. Murdock will then have students
split into pairs (pairs are predetermined), collect their supplies, and find a spot to work
on page 210. The class will return to the carpet as a whole class to work on problem 7
on page 211.
Materials Needed:
● Notebook Presentation 4.4
 Johannah Murdock
30 November 2017

● ThinkCentral Interactive Lesson 4.4

● Student Binders
○ Student Textbook pages 209-214.
● Pencil
● Enrich 4.4 (10 copies)
● Square tiles
○ Cups to sort tiles
Formative Assessment:
● Page 210
Strategies to meet the needs of students:
If students don’t understand, assign Reteach 4.4 for homework.

For students with Mrs. Murdock who need more time to understand, allow more
time in that whole group assignment. Mrs. Murdock will also rotate throughout the
classroom during partner work time to assess and help students as needed.

There might be students who are able to complete the work in their partner work
time and have a lot of time left over, for these students there will be the Enrich 4.4 page
available.

Lesson: 4.5
Date: 10/30
Learning Target/Objective:
Use the Commutative or Distributive Property or known facts to multiply with the
factor 7.
Description:
This lesson will focus on the connection between multiplying with the Distributive
Property or the Commutative Property with the factor 7. To introduce this, Mrs. Murdock
will model how to use both of these properties with the factor 7 on the smartboard. The
lesson will begin together on the carpet with the Unlock The Problem on page 215.
Instead of students using their textbook, they will be working though the problem on
their white boards. Mrs. Murdock will go over this problem with the class. Then Mrs.
Murdock will have student self assess themselves using the 1, 2, 3, 4 rating system
established in the classroom. Mrs. Murdock will then excuse all of the 3’s and 4’s to
complete pages 217 and 219 on their own while Mrs. Murdock works through these
problems with the 1’s and 2’s.
Materials Needed:
● Notebook Presentation 4.5
● Student Binders
○ Student Textbook pages 215-220.
● Pencil
 Johannah Murdock
30 November 2017

● Dry erase boards

● Markers
● erasers
● Enrich 4.5 (10 copies)
Formative Assessment:
● Page 217 and 219
Strategies to meet the needs of students:
If students don’t understand, assign Reteach 4.5 for homework.

For students with Mrs. Murdock who need more time to understand, allow more
time in that small group/independent assignment.

There might be students who are able to complete the work in their individual
work time and have a lot of time left over, for these students there will be the Enrich 4.5
page available.

Date: 10/31
Mid-Chapter Checkpoint: Begin in computer lab 10:10-10:30 doing PMT. Then in
class finish mid-chapter check point that Mrs. Zeman began on Thursday.
Lesson: 4.6
Date: 11/1
Learning Target/Objective:
Use the Associative Property of Multiplication to multiply with three factors.
Description:
This lesson will focus on the connection between multiplying with three factors
using the Associative Property of Multiplication. To introduce this, students will watch
the interactive lesson (4.6) of the Unlock the Problem on the smartboard. Students will
be seated on the carpet with their binders opened to page 223. They will follow along
with the interactive lesson and Mrs. Murdock will pause the lesson to clarify as needed.
After the interactive lesson, Mrs. Murdock will model the activity with an array while the
students make their own arrays with chips . Mrs. Murdock will then have students split
into pairs (pairs are predetermined), collect their supplies, and find a spot to work on
page 225 with their chips. The class will return to the carpet as a whole class to work on
the word problems on page 226.
Materials Needed:
● Notebook Presentation 4.6
● Student Binders
○ Student Textbook pages 223-228.
● Pencil
● chips
● Enrich 4.6 (10 copies)
Formative Assessment:
● Page 225
 Johannah Murdock
30 November 2017

Strategies to meet the needs of students:

If students don’t understand, assign Reteach 4.6 for homework.

For students with Mrs. Murdock who need more time to understand, allow more
time in the whole group assignment. Mrs. Murdock will rotate throughout the classroom
to help students who need it during the pair work time.

There might be students who are able to complete the work in their individual
work time and have a lot of time left over, for these students there will be the Enrich 4.6
page available.

Lesson: 4.7
Date: 11/2
Learning Target/Objective:
Identify and explain patterns on the multiplication table.
Description:
Begin with a 15-20 minute review of the Associative Property of Multiplication
with the class. Create an anchor chart that is facilitated by the teacher but the students’
ideas. Then walk the students through a couple math problems using the Associative
Property of Multiplication: 5x1x3 and 7x2x3. Finish the review with a short exit ticket (2
problems: 1x4x6 and 4x2x5).
This lesson will focus on the connection between the multiplication of digits 0-10.
This will be done through investigating connections and patterns in a multiplication
table. To begin this lesson, students will be seated on the carpet as Mrs. Murdock will
model how to find a product using a multiplication table. She will then emphasis that it
doesn’t matter which number comes first in the multiplication sentence when using the
multiplication table because the Commutative Property still applies. Mrs. Murdock will
excuse students to retrieve their math binders and a pencil. Once students are back to
the carpet, Mrs. Murdock and the class will work through problems 2, 3, 4, and 5 on
page 230. Mrs. Murdock will then explain how to read a chart using problem 13 on page
231. Students will then be excused to the tables to work independently on problems 8,
9, 10, 11, and 14 on page 231 where they will get to work more with multiplication tables
odds and even products. Mrs. Murdock will rotate to help students during this
independent work time. Then the class will come together to talk about the connections
they found on the multiplication table. Use problem 17 on page 232 to foster ideas,
thoughts, and connections. What did we notice about odds and even numbers? What
patterns do you see? Mrs. Murdock will have students turn and talk to share their
thoughts. If time allows, students will have the opportunity to play the dice game that
uses the Associative Property of Multiplication again.
Materials Needed:
● Notebook Presentation 4.7
● Student Binders
 Johannah Murdock
30 November 2017

○ Student Textbook pages 229-232.

● Pencil
Formative Assessment:
● Exit ticket
● Dice game
Strategies to meet the needs of students:
If students don’t understand, assign Reteach 4.7 for homework.

For students with Mrs. Murdock who need more time to understand, allow more
time in the whole group assignment. Mrs. Murdock will rotate throughout the classroom
to help students who need it during the independent work time.

There might be students who are able to complete the work in their individual
work time and have a lot of time left over, for these students there will be the Enrich 4.7
page available.

Lesson: 4.8
Date: 11/3
Learning Target/Objective:
● Use doubles
● Number line
● Associative Property of Multiplication
To multiply with the factor 8.
Description: Mini whole class lesson followed by stations
This lesson will focus on the connection between multiplying with the associative
property with the factor 8. To introduce this, students will be using a number line on the
floor. Mrs. Murdock will have students take turns “jumping” 8 spaces. How many jumps
did they go and where did they land? What would the multiplication sentence be for
this? In addition to this, students will use doubles by breaking apart multiplication
sentences in two smaller, even sentences. For example I can use doubles to find 6X8
because I know 3X8 is 24, and double 24 is 48. Then the class will split into 4 groups of
6 and rotate through stations.
Materials Needed:
● Notebook Presentation 4.8
● Student Binders
○ Student Textbook pages 235-240.
● Pencil
● Station 1: Mrs. Murdock with page 239, problems 1-13.
● Station 2: Independent with Reteach 4.8.
● Station 3: Mrs. Zeman with page 239, problems 14-17.
● Station 4: PMT
○ 6 computers
Formative Assessment:
● Reteach 4.8
 Johannah Murdock
30 November 2017

● PMT
Strategies to meet the needs of students:
For students with Mrs. Murdock who need more time to understand, allow more
time in that rotation for those students. For example, they may spend 20 minutes with
Mrs. Murdock instead of 15.

Lesson: 4.9
Date: 11/6
Learning Target/Objective:
Use the Distributive Property with addition or subtraction or patterns to multiply
with the factor 9.
Description: Mini whole class lesson followed by stations.
This lesson will focus on the connection between multiplying with the distributive
property and adding/subtracting patterns with the factor 9. To introduce this, students
will be using the distributive property to solve multiplication problems with the factor 9 by
breaking apart (drawing a line through) an array on their dry erase boards. In addition to
this, students will use a simpler multiplication factor, 10, and then subtracting to find the
answer. For example 4X9 is 4X10 take away a 4; 4 X 10 = 40 - 4 = 36 and so 4 X 9 =
36. The class will also look over a 9’s table and see if they can find any patterns. Then
the class will split into 4 groups of 6 and rotate through stations.
Materials Needed:
● Notebook Presentation 4.9
● Student Binders
○ Student Textbook pages 241-246.
● Pencil
● Dry erase boards
● Markers
● erasers
● Station 1: Mrs. Murdock with page 243, problems 21-24.
● Station 2: Independent with page 242, problems 6-14.
● Station 3: Mrs. Zeman with worksheet practicing 10-1 strategy
● Station 4: PMT
○ 6 computers
Formative Assessment:
● Reteach 4.9
● PMT
Strategies to meet the needs of students:
For students with Mrs. Murdock who need more time to understand, allow more
time in that rotation for those students. For example, they may spend 20 minutes with
Mrs. Murdock instead of 15.

Lesson: 4.10
Date: 11/7
 Johannah Murdock
30 November 2017

Learning Target/Objective:
Solve multiplication problems by using the strategy make a table.
Description: Mini whole class lesson followed by stations
This lesson will focus on the connections of multiplying with the factor 10 by
using a table. The lesson will begin together on the carpet with a blank table up on the
board and on a sheet of paper for each group. Students will be paired with their carpet
partner. The students must choose a title, labels, and quantities for the table. Then the
students must form a multiplication word problem that fits the table. Mrs. Murdock will
go over a couple of the students tables and word problems with the class. Then the
class will split into 4 groups of 6 and rotate through stations.
Materials Needed:
● Notebook Presentation 4.10
● Student Binders
○ Student Textbook pages 247-252.
● Pencil
● Station 1: Mrs. Murdock with page 250, problems 4 and 7.
● Station 2: Mrs. Zeman with worksheet on “how many different ways can you
make $___?”.
● Station 3: PMT
○ 6 computers
Formative Assessment:
● PMT
Strategies to meet the needs of students:
For students with Mrs. Murdock who need more time to understand, allow more
time in that rotation for those students. For example, they may spend 20 minutes with
Mrs. Murdock instead of 15.

Chapter Review
Date: 11/8
Learning Target/Objective: Review strategies used in Chapter 4.

Chapter TEST
Date: 11/9 and 11/10
Learning Target/Objective: Assess student understanding.

Lesson Plans
Lesson 4.1
 Johannah Murdock
30 November 2017

Big Idea: I am going to emphasize that all of the whole number multiplication facts are
conceptually related. So if you know that 5X5 is 25, you can figure out 5X6 is 25+5
more. Or you can figure out that 5X6 is 5 doubled, 3 times.

1. Importance of understanding the concept that multiplying with factors 2 and 4 are
connected. This is important because once a student understands this
connection, they will be able to more easily multiply using doubles.
2. First, have the students seated on the carpet with their dry erase boards,
markers, and erasers. Begin by dividing students into differentiated groups of 3
students.
3. Give each group a multiplication problem and have them draw it on their boards.
Some example problems are 2X2, 4X2, 4X3, 2X3, 2X5, 4X5, 2X6, 4X6, 2X7,
4X7. Students will draw circles to represent their problem; for example 3 groups
of 2 circles, 6 groups of 2 circles, 4 groups of 2 circles, 8 groups of 2 circles, and
so on.
4. Bring the class back together and have a couple students with problems
multiplying by 2 show their solution. Explain that grouping the circles by two’s is
multiplying by 2. Then have students count those drawings by two’s; this is also
multiplying by 2.
5. Then, have some students with problems that multiply by 4 share their work.
Explain that grouping by 4 is multiplying by 4. We can also count by 4’s to find
the solution of a problem that multiplies by 4.
6. Then on the board, see if students can make connections between the problems
that multiply by 2 and the problems that multiply by 4. Multiplying with 4 is twice
as much as multiplying with 2! So if you have two groups of items, you doubled
the number of items to get the answer for multiplying with 4. Or if you have a
problem that multiplies by 4, we can multiply by 2 and then double our answer!

Lesson 4.2
Big Idea: I am going to emphasize that all of the whole number multiplication facts are
conceptually related. So if you know that 5X5 is 25, you can figure out 5X6 is 25+5
more. Or you can figure out that 5X6 is 5 doubled, 3 times.

1. Importance of understanding the concept that multiplying with 5 and 10 are

related. If students understand that 5 is half of 10, then they can understand that
a number multiplied by 5 is half of that same number multiplied by 10.
2. To begin the lesson, students will be seated at the tables. Mrs. Murdock will
begin by dividing the students into pairs. Each group will receive baggies with
sticks and bits (10’s and 1’s). The students will be asked to use their 10 sticks to
 Johannah Murdock
30 November 2017

solve different problems: 4X10, 1X10, 3X10. Mrs. Murdock will call on students
who raise their hands to give an answer. Then Mrs. Murdock will ask students to
use their 1’s bits to solve different problems: 1X5, 3X5, 4X5, 2X5 (is that the
same answer as any other questions we’ve solves?), 6X5 (how about this one?),
and 8X5 (what connections can we make between multiplying with 5’s and 10’s?
3. Guide students to the concept of how to multiply with 5 and 10 and how this
connects to the big idea that all numbers are related.

Lesson 4.3
Big Idea: I am going to emphasize that all of the whole number multiplication facts are
conceptually related. So if you know that 5X5 is 25, you can figure out 5X6 is 25+5
more. Or you can figure out that 5X6 is 5 doubled, 3 times.

1. Importance of understanding the concept that multiplying with the factors 3 and 6
are related. Since 6 is twice as much as 3, multiplying by 6 is twice as much as
multiplying by 3.
2. First, the lesson will begin with the students seated at the tables. Mrs. Murdock
will pass out cups of triangles and hexagons to the students. Mrs. Murdock will
then have students explore independently with the pieces and counting the
pieces sides. After the students have had time to explore, she will guide them
into making a list of things they have noticed. How many sides do 3 triangles
have altogether? How about 3 hexagons? And 6 triangles? What connections
can we make? What’s the largest multiplication sentence you can make with the
pieces you have? How do you know this is true?
3. Guide students to the concept that the factors 3 and 6 are related. This connects
to the big idea that all numbers are related.