Mackenzie Potter

A key component of truly understanding mathematics is being able to be flexible

with numbers in a range of ways (Van De Walle, 2013). I have noticed my students

making errors using the standard algorithm for multi-digit addition problems because

they don’t have a strong understanding of how much numbers are actually worth.

Initially, I thought the big idea should be, students can use a variety of methods to solve

their problems. After consideration, I realized that this big idea was not large enough

and did not connect to my students specific needs. Instead, the big idea that students

should be able to use flexible methods of computation in multiplication and division by

composing and decomposing in a variety of ways overlaps the previous big idea and

adds to it. When students multiply using composing and decomposing numbers, they

must show their work, which incorporates these methods.

Since I have noticed this as an area of need in many of my students, I decided it

was the best fit for my lesson. To break numbers into parts student must rely on their

background knowledge or be taught, shown, how they can do this. This understanding

of breaking apart numbers into smaller pieces will allow them to use a variety of

methods when solving problems, make less errors, and have an improved number

sense (Van De Walle, 2013). This is important for when students move onto division

and fractions in the ladder of the year, as well as, adding schema to their current

number sense knowledge.

This big idea will be incorporated throughout my unit by keeping it in my mind

when making lesson plans. This idea will explicitly be shown in the ways that I model

and explain problems. For example, when I give a problem such as 25 X 4 I could relate

this to 20 X 4 and 5 X 4 or 10 X 2, 10 X 2, 5 X 4. When regrouping numbers that are in

 Mackenzie Potter

the hundreds, I will record my answer down in the hundreds or tens form below the

answer line instead of putting the number above the respective place value column to

add in. Likewise, the activities I choose to add into my lessons will have problems that

involve having to break down numbers into parts to solve the problem. Such as solving

multiplication problems with an area model. By using these conscious strategies of

teaching I will be able to teach my students how to compose and decompose numbers

in a variety of ways.

For this lesson I will be using the Math in Focus curriculum, although it does have

pros and cons, I prefer a more open-ended curriculum. The multiplication unit is

especially lacking when it comes to a deep level of understanding and engagement.

Some of the cons include, a strong emphasis on memorizing your multiplication facts

instead of understanding representations. Most of the activities are individual, with little

supplemented activities to differentiate instruction. Likewise, many of the workbook

pages could be confusing to students as some problems, are fill in the missing number

of a vertical multiplication problem, use wording on the test and in practices that was not

taught in the lessons, and overall don’t have a strong connection to the focus lesson for

the day.

The pros to this curriculum are that they have a chapter before this chapter that

teaches them multiplication through skip counting up to the tens place. There are

additional support pages for students who need more background knowledge, are

emergent bilingual, or have already learned this topic. Likewise, there is a website that

you can logon to and choose from different videos to support your lesson for the day.
 Mackenzie Potter

Although, there are pros I found many essential problems with the way the lesson is set

up therefore, I plan to add in material for my lesson.

 Mackenzie Potter

Works Cited

Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle

school mathematics teaching developmentally (8th ). Boston, Mass.: Pearson.

 Mackenzie Potter

Common Core State Standards/Grade Level Content Expectations

3.NBT.3- Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using
strategies based on place value and properties of operations.

 This standard connects to my big idea because it’s multiplying numbers by

the tens place value. These place values will be used as an anchor for
understanding how to take apart numbers to turn multiplication problems into
smaller portions.

3.OA.9- Identify arithmetic patterns (including patterns in the addition or multiplication

table) and explain them using properties of operations.

 This standard relates to my big idea because of the patterns of numbers.

Students can recognize patterns in the smaller portions of numbers such as,
evens, tens place value, numbers with five and how there are patterns in
their product or the patterns in the layout of problems.

3.OA.5- Apply properties of operations as strategies to multiply and divide.

 My big idea is decomposing and composing numbers in a variety of ways, in

the context of multiplication, this standard is the foundation for my big idea.

Standard for Mathematical Practice

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

them.

I choose this mathematical practice because it aligns best with the goals, I have

for my classroom of students. Many of my students are still learning to have grit and

determination when solving complex problems. They see a problem that is challenging,

deem it as impossible, and choose to not try. This is a skill that I would like to grow in

my students to further them in all areas of life.

 Mackenzie Potter

To support this learning in my students I will put a strong emphasis on using

group problem solving tasks. This will look like riddles, analysing multiplication

problems, group work, etc. This will help them to become accustom with working in

groups and individually to persevere in problem solving.

Mackenzie Potter
Mackenzie Potter

October 31 st
Ms. Potter’s Math
Newsletter
WHATS TO COME? THE IMPORTANCE OF
MATH PROPERTIES
For the month of November I will be teaching a
Math Unit on multiplying up to three digit numbers. Once I passed a group of
Students will be refreshed on Chapter 6 concepts, students and heard a
multiplication as repeated addition. Then they will student say, “When I grow
add onto their knowledge with previously used up, I am going to make
strategies and properties and new methods. These math illegal.” I feel that
will include the communitive, additive, and my responsibility as a
distributive properties. Similarly, we will be using teacher is to make sure
different models to show multiplication problems, no student feels this way
such as, the array model, area model, repeated during math time. To do
addition, etc. Included with this newsletter will be a this, students need to see
reference to the definitions of these properties and math as more than just
models. something they do in the
classroom because they
have to. This can happen
Multiplication Models & when students are taught
Properties the foundational skills that
math involves. Such as,
recognizing patterns,
making sense of
problems and persevering
in solving these,
constructing arguments
for their thinking, etc.
These mathematical
practices cannot be
developed in one unit or
These models and properties will be
even one year so we will
what your student will be working
be working towards
ool Connection

on!
developing some of
More complex More simple
these. It is important to
Primary Krypto me that
Cover Allnot only do my
students
a dice, know how to do
(online) Factorize You need
Use five different printed grid sheet, and
(Online) two different colored
cards and different
Students will use a grid writing materials. You
operations (- + X \ )
to create area models to will roll two dice and
to arrive at a target
visually represent the make a row or column
number. This
 Mackenzie Potter

math, they also

understand it. This deeper
understanding will take
their math knowledge into
other areas of life further
then just rote knowledge.
For this reason, this math
unit will be designed
differently than other units
your child has done
before.

If you have any

questions on anything
feel free to email me at:
Mackenzie.potter@
kentwoodps.org
Formative assessments
Sincerely,
 Exit tickets- formative Ms. Potter 
 Assignments- formative
 Chapter test – summative
 Observations- formative
 Group work- formative/summative

To keep track of the assessments I am going to use a combination of a notebook

and sticky notes to make observation assessments. Then I am going to transfer these

notes into a google doc that will contain all of my individual formative and summative

assessment data. Each day there will be a formative assessment of some sort, it may

be an exit ticket, an assignment, an observable goal, or a short quiz. There will be a

summative assessment at the end of the chapter for the chapter test. All of this

information will be looked over and then entered into the google doc.

In order to prepare my students for exit tickets they will need to know exactly

what they are supposed to do with the exit tickets. The problem will be on the board,
 Mackenzie Potter

students will work individually to solve the problem and then they will leave their answer

face down on their desk, these will be picked up at my lunch for review. Students will be

doing group work, seesaw, and other online activities that will involve assignments they

turn in. These will be reviewed for students understanding and misunderstandings and

the data will be entered into the google doc. Students will need to know that this work is

purposeful, so they are putting effort into it.

To prepare students for an observation of a skill I am teaching I will post the

goal on the board and tell students that is our goal for the math time. I will refer back

to this throughout the lesson, so students remember this. Then I will go around and

record whether students understand the goal or if they need more practice. The

quizzes will need the most frontloading because they are a new type of quiz that

they students haven’t encountered much. To do this, students will review these

quizzes with me as a whole group, where we will talk about it. Then students will

work in small groups or partners to complete the quizzes. After these steps the

quizzes will be given individually for the students to complete.

 Mackenzie Potter

Math Unit: Day 1

Date: November 6th

Overview of Lesson

Students will be working together in groups of four to create a poster that represents
multiplication problems and their patterns. The goal of the group project is to successfully
work together to build and show, the problems and then, to recognize patterns.

Standards:

3.OA.9- Identify arithmetic patterns (including patterns in the addition or multiplication table)
and explain them using properties of operations.

Learning Target/Objective

 Students will recognize at least one pattern from their problems.

Materials
 Planned out groups of four students
 Large Sticky paper (6)
 Colored markers corresponding to students jobs
 Mackenzie Potter

o Artist- Red
o Engineer- Purple
o Mathematician- Blue
o Author- Green
 30 Bowls and 120 counters

Assessment

The assessment will be observations during the group work, the posters they create for the
assignment, and their reflection at the end of the lesson.

Procedure:

Gather five stickies of paper and 20 markers, red, blue, green, and purple. Gather as many as

you have, then have the kids bring their own marker of the job they are.

1. Model for them what the group task will look like by having a poster pre-made. Read a

card and show poster. Show students how they will sit on the ground during the group

task by calling on three other people to model. Sitting around the poster, on knees or

bottoms, using a space on the paper to write. All people being able to see and have the

space to talk. Your groups are on this poster with the jobs you have and the color your

job is, if you forget you can look here. Tell them that the goal of this group work is to

make sure everyone in the group felt like they could share and that they did what role

they were assigned. There will be an evaluation that your group mates will do on you at

the end of the lesson.

During this have students repeat back to you what you said to check for listening:

 Ask how the kids know what role they are? What do you do if you forget? What if

you finish before I say time is up? Can you switch roles with other people or do

someone else’s role?

 Mackenzie Potter

2. You may start when you get your problem. Read the groups, call the jobs and give

them corresponding colors. Tell the groups their numbers, space the groups out around

the room.

Group 1
Wei Lin- Artist
Jacoby- Mathematician,
Miriam- Author
Trevor- Engineer

Group 2
Asia- Author
Ezhua- Engineer
Daemon- Mathematician
Sofia- Artist

Group 3
Emran- Engineer
Jaz- Artist
Abby- Author, Mathematician

Group 4
Ethan- Engineer
Lexi- Artist
Brody- Author
Ryleigh- Mathematician

Group 5
Sparsh- Artist
Raymond- Author
Mackenzie- Engineer
Kingston- Mathematician

3. As students are working around the room check that all students are participating. If not

try to adjust the way they are sitting or say, I notice that ____ doesn’t look like they

have space to share their ideas, let’s give them more space or everyone needs to do
 Mackenzie Potter

their part to make the group task work. Or utilize a group huddle for all of a type of job,

check in to make sure students are doing their portion of the work.

4. If students begin to wrap up their posters earlier than others have them put additional

strategies on the back that they can think of to represent the problem. Warn students

when they have five minutes left.

5. Have students put their posters up on the wall in the area they worked on. Tell them

that they are going to be moving as a group to the next four groups posters to notice a

pattern about the posters.

6. Give them an example of a pattern. Then model what a gallery walk looks like. Your

group will walk to the next poster and look for one thing that was similar to the last

poster. Then you move to the next poster and do the same thing. You can talk at a

voice level 1 if you’re talking about math. You will be at each poster for one minute to

find a pattern. When you get back to your poster you will go back to your seat and work

on the exit ticket and evaluation. Read the questions on the sheet so all students

understand.

 Group 1- Molly went to the beach for 7 days in a row and found 5 seashells per day.

How many seashells does Molly have in all?

 Group 2- Sally has 3 boxes of apples. Each box has 5 apples. How many apples does

Sally have?

 Group 3- Mary owns 5 pairs of socks. How many socks does she have in all?
 Mackenzie Potter

 Group 4- Eric has 4 flower pots. If each pot has 5 flowers in it, how many flowers does

Eric have in all?

 Group 5-There are 5 cookies in a package. Steve buys 5 packages for his party, how

many cookies does he have in all?

 Extra- Tom runs 5 miles per day. How many miles will he run after 6 days?

Modifications/Adaptations

-Students will be placed into roles depending on their strengths. If students are not
participating in their groups I will come by and try to redirect to collaborative group work. If that
doesn’t work I will ask the student if they did their job.

-A few students may not be able to read and understand the questions on the reflection sheet.
I will read the questions on the sheet to everyone while students are at their seats. This allows
them to complete the activity without being singled out.

Write one pattern you saw on the posters

 Mackenzie Potter

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Math Unit: Day 2

Overview of Lesson Date: Tues, November 5th

Today we will practice models of number lines and grouping with various problems. We will
start with a number talk with a number line problem and then a grouping problem. Then
students will work on their white boards to create a number line problem and grouping
problem for two problems. Students will then find a partner and work with them to create four
number line problems and four grouping problems. Students will end the lesson with an
individual exit ticket that shows a number line model and grouping model for one problem.
Then we will cover the Karate Math curriculum and then do the 0s quiz for Karate Math.

**Cover 0 & 1 problems

Learning Target/Objective

3.OA.5- Apply properties of operations as strategies to multiply and divide.

 Students will be able to use the grouping model to show a multiplication problem.

 Students will be able to create a number line model to show a multiplication problem.

Materials

-Paper for students to draw models on with partners

-Paper for exit tickets

 Mackenzie Potter

-Karate math 0s quiz

Assessment

The student partner work will be turned in and students will create and exit ticket that requires
them to write number line model and grouping model for a problem.

Modifications/Adaptations

There are two students who may need more support so during white board time and partner
working time I will go to them to check in on their understanding and support if needed.

Math Unit: Day 3

Overview of Lesson Date: Wed, November 6th

Today we will be reviewing some of the models we have been learning for single digit by
single digit multiplication. We will practice with array models and area models since they are
so closely related. This is so students have a foundational understanding of all the models to
show multiplication before moving on to memorizing their multiplication facts. I will begin to
notice students who are not understanding these models and give them further support since
we will be moving onto single digit by multi-digit numbers in the next couple of days.

I will start with doing a number talk with a array model and an area model. Students will share
their strategy with me in solving the problem. Then I will put two problems on the board,
students will use both an area model and an array model to show the problem, they may get
help from their table partner if needed. During this time, I will be observing which students
need more support and which ones understand it. Then I will assign a partner activity where
students must create four array models and four area models (two each) with multiplication
problems. Then students will do an exit ticket activity to check for understanding.

We will also do the 1s quiz for karate math.

**Cover 0 & 1 problems

Learning Target/Objective

3.OA.5- Apply properties of operations as strategies to multiply and divide.

 Students will be able to use the area model to show a multiplication problem.
 Mackenzie Potter

 Students will be able to an array model to show a multiplication problem.

Materials

-Paper for students to draw models on with partners

-Paper for exit tickets

-Karate math 1s quiz

Assessment

The student partner work will be turned in and students will create and exit ticket that requires
them to write an area model and array model for a problem.

Modifications/Adaptations

There are two students who may need more support so during white board time and partner
working time I will go to them to check in on their understanding and support if needed.

Math Unit: Day 4

Overview of Lesson Date: Thurs, November 7th

This day will focus on solidifying multiplication by single digit numbers. Students will be
working on their multiplication fact cards, playing a multiplication game in pairs, and then
doing page 190 in their math workbook. Then we will do the karate 2s quiz.

Learning Target/Objective

 I can complete a problem out of my student workbook that focuses on repeated

addition.

 I can complete a problem out of my student workbook that uses skip counting.

 I can complete a problem out of my workbook that uses the distributive property.
 Mackenzie Potter

Materials

-Student workbook

-Multiplication game (tic tac toe with two dice)

Assessment

Page 190 in their math workbook.

-Karate math quiz 2

Modifications/Adaptations

None
 Mackenzie Potter

Player 1 Player 2

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

 Mackenzie Potter

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

Player 1 Player 2

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

References: http://mrsmartin47.weebly.com/math.html,
 Mackenzie Potter

_______ X ______ = ______ _______X_______ = ______

_______ X ______ = ______ _______X_______ = ______

1 42 72 18

12 4 36 49

References: http://mrsmartin47.weebly.com/math.html,
 Mackenzie Potter

54 20 9 48

27 45 21 12

Math Unit: Day 5

 Mackenzie Potter

Math Unit: Day 5 (cont.)

 Mackenzie Potter

Math Unit: Day 5 (cont.)

Mackenzie Potter
 Mackenzie Potter

Math Unit: Day 6

Overview of Lesson Date: Mon, November 11th

Today students will practice with multiplying single digit by two-digit numbers. I will model the
area model of multiplying these numbers, the pattern method they learned the day before, and
the distributive property. We will have another karate quiz on the 3s. Then students will have
time to practice the area model and distributive property online.

Learning Target/Objective

3.NBT.3- Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using
strategies based on place value and properties of operations.

 I can use an area model to multiply.

Materials
 Chromebooks
 Karate 3 quiz

Assessment

Seesaw activity where the students must make three problems using the area model to solve
the problem.

Modifications/Adaptations

There are two options on the activity for students to choose one is more challenging and one
is more at their level. I will give students the option and tell them to do which ever one they
feel like is better for their learning.

Math Unit: Day 7

 Mackenzie Potter

Start with two problems to prepare students for test questions. Students at desks with

white boards

 Multiply 423 by 2

 Stuart uses 172 litres of gas a month. How much gas does he use in 4 months?
Mackenzie Potter
Mackenzie Potter
Mackenzie Potter
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Math Unit: Day 8

Mackenzie Potter
 Mackenzie Potter

Solve. Use any method that works best for you.

1. What is the answer when 4 is multiplied by 6 tens?

2. Joe has 264 fish in each fish tank. He has 3 fish tanks. How many fish does he have
total?

Regrouping with ones

3. Multiply 136 by 4

4. 229
X 2
__________

5. 5 X 1 hundred, 2 tens, and 5 ones.

 Mackenzie Potter

Regrouping with tens and ones

6. Multiply 257 by 3.

7. 378
X 3
______________

8. 6 X 1 hundred, 6 tens, 8 ones.

 Mackenzie Potter

Math Unit: Day 9

Overview of Lesson

Today students will be reviewing the material covered in Chapter 7. We will do two problems
on their white boards, 345 X 6, multiply 148 by 5. Then the students will work with a partner on
pages 212- 213 in their workbook. Then we will come together as a class and go over the
problems the students had trouble with. Then we will take the 4s karate quiz.

Learning Target/Objective

3.NBT.3- Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using
strategies based on place value and properties of operations.

Materials
 Student workbooks
 White boards and markers
 Karate 4 quiz
Assessment

While doing the problems I will walk around and see who needs more support and I will
support them during this time.

Modifications/Adaptations

N/A
 Mackenzie Potter

Math Unit: Day 10

Overview of Lesson

Students will practice more of the skills we have been working on with workbook pages. This
will be the last day of review before the Chapter 7 test. Students will work on pages 141-146
in their student workbooks individually or with partners.

Learning Target/Objective

3.NBT.3- Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using
strategies based on place value and properties of operations.

3.OA.5- Apply properties of operations as strategies to multiply and divide.

Materials
 Student workbooks

Assessment

I will be monitoring students progress as I walk around the room.

Modifications/Adaptations

N/A
 Mackenzie Potter

 Finding the balance between too easy and too challenging of work
I noticed throughout my unit that when they were doing too easy or too challenging of
work my students were off task. This caused strain on me because two scenarios would
happen. Either, I was helping a small group that needed support and all of the other
students were finished with their work already. Or, all of my students need support from
me at the same time and I don’t have the ability to help them all. This should be
supported by information that has been collected on them prior to the unit.

 Using group worthy tasks to build relationships between students

During this unit I realized how many skills can be built using productive group work. If
done correctly, meaning students know what they are supposed to be doing, how to do
it, and their work is engaging to them it can teach a lot more than your objective. During
productive group work my students had rich math conversation, saw each other’s
strengths, had to communicate and work on accountable talk, were able to build a
community, and more. Likewise, my students were engaged during productive group
work which took the stress off of me. It was more work for me prior to the group work to
prepare but less work during the lesson.

 Building Relationships and creating a safe, positive, learning environment

Building relationships and creating a safe, positive, learning environment go together.
You can have relationships with students without having a safe, positive, learning
environment but you can’t have a safe, positive learning environment without
relationships. I am a huge advocate for a safe learning environment and its benefits.
Although, this is not something I will be able to achieve with my current class it is
something I want to build moving forward when I am on my own. As of right now I do
have a foundation of relationships with my students and I have noticed how this
changes their motivation and behaviours in class. Likewise, it makes me want to come
to school and enjoy being a part of the students learning.
 Mackenzie Potter

 How much detail and effort to put into planning curriculum

The best lesson that I feel best at teaching, and the students learn the most from are
the lessons that I put the most time into planning. By this I don’t mean the most time into
the way things look but to the degree the lesson has been thought out and organized for
success. If I spend the time in creating purposeful, engaging, and organized lessons the
foundation for learning of all students is set. I was able to do this for some of my lessons
but not all and those lessons always went better than the ones I threw together at the
beginning of the day during prep time.

 Number Talks
Number talks are integrated into our math lesson time and they are something I do at
least every two weeks. I would like to improve in my number talk facilitating skills by
allowing them to be more student-centered, focus less on the answer, and be able to
respond appropriately to the students. It feels like this will be more possible in the future
when I can create a safe and positive learning environment. There is lots of learning
happening during number talks in many different ways. Having seen these benefits
myself, I am an advocate for them and want to continue doing them in the future.