INTRODUCTION

TO
MULTIPLICATION
3 RD G R A D E Q UA RT E R 1 C Y C L E 1
I N V E S T I G AT I N G
THE CONCEPT OF
COMPARING METHODS FOR SOLVING
PROBLEMS
• Your mission is to work with your tablemates
to solve the problem below.You may use the
manipulatives at your table to help you!
Record your thinking in your math journal!
• It’s Bailey’s birthday! She made a favor bag for
each of the 5 guests at her birthday party. She
put 3 stickers in each bag. How many stickers
were in the bags altogether?
COMPARING METHODS FOR SOLVING
PROBLEMS CONTINUED…
• How about this mystery? Work with your
tablemates to solve! Use models or repeated
addition to find your answer!
• Molly’s bookcase had 8 shelves. There were 6
books on each shelf. How many books did she
have?
EQUAL GROUPS

D AY 2
EXPLORING
• Use the equation, 3 x 4 = 12, to SYMBOLIC
R E P R E S E N TAT I O N S
answer the following questions.
–What does the 3 represent?
–What does the 4 represent?
–How is that different from 3 + 4?
–Which is greater: 3 x 4 or 3 + 4?
Why?
CREATING EQUAL GROUPS
• One way we can model a multiplication problem is by creating equal groups

7 x 3 = 21
• What does this problem mean?
• We know it’s multiplication because
of the multiplication sign and we
know it has a product of 21.
• What does the 7 mean?
• The 7 is the number of groups we
have.
• What does the 3 mean?
• The 3 is the number in each group.
• If we drew a model of this problem it
would look something like this:
CAN YOU CREATE EQUAL GROUPS FOR
THIS MULTIPLICATION PROBLEM?
•6 x 3
Equal Groups Repeated Commutative
Addition Property
CAN YOU CREATE EQUAL GROUPS FOR
THIS MULTIPLICATION PROBLEM?
•5 x 2
Equal Groups Repeated Commutative
Addition Property
CAN YOU CREATE EQUAL GROUPS FOR
THIS MULTIPLICATION PROBLEM?
•4 x 3
Equal Groups Repeated Commutative
Addition Property
CHECK IN
NAME:_________ CLASS: _______
•7x4
Equal Groups Repeated Commutative
Addition Property
REPEATED PRACTICE:
HOW MANY FISH? (ACCELERATION)
• Work to solve several multiplication problems with your
partner.
– Draw a card from your fishbowl stack to decide how many
fishbowls you will use.
– Draw a card from your fish stack to decide how many fish
will be in each bowl.
– Work with you partner to decide how many fish you have
altogether.
– Now show the drawing, addition sentence, and
multiplication sentence that go with your problem.
Number Number Drawing Addition Multiplication
of Bowls of Fish Sentence Sentence
Number Number Drawing Addition Multiplication
of Bowls of Fish Sentence Sentence
HOME PRACTICE

• Multiplication Making Equal Groups Sheet
– All problems
ARRAY

D AY 3
ENVISION VIDEO: TOPIC 1-1
• Get out your dry erase markers from you caddies!
• We will stop the video and discuss the questions as we
listen and watch!
• Table captains, please come see me to get the amount
of erasers your table will need.
WHAT IS AN ARRAY?
• An array is one way we can
illustrate or model a multiplication
problem!

• An array uses a set of pictures or
objects to show equal groups in
rows and columns.

• They can be written vertical or
horizontal
THINGS WE SEE IN ARRAYS
HOW MANY DONUTS?
Written in Words:

Repeated Addition:

Multiplication Number Sentence:
HOW MANY APPLES?
Written in Words:

Repeated Addition:

Multiplication Number Sentence:
HOW MANY STICKERS?
Written in Words:

Repeated Addition:

Multiplication Number Sentence:
3x8

4x2

6x4
5x4

6x7

4x8
MULTIPLICATION
WORD PROBLEMS
D AY 4 : S M A R T N O T E B O O K
MULTIPLICATION WORD PROBLEMS
CHECK IN
• If Amy buys 4 tickets for the bus each day for 5 days, how many tickets did she buy?
Important Information: Multiplication Sentence: Repeated Addition:

Array or Equal Groups:
MULTIPLICATION WORD PROBLEMS
• John went on a trip and stopped 3 times each day to fill up with gas. His trip lasted 6 days. How
many times did he stop for gas?

Important Information: Multiplication Sentence: Repeated Addition:

Array or Equal Groups:
P O S T E R M AT H
W E N DY ’ S C AT, S U G A R , H A D 6
KITTENS. ALL OF THE KITTENS
W E R E F E M A L E . E AC H O F S U G A R ’ S
K I T T E N S H A D K I T T E N S TO O. E AC H
HAD 6 FEMALES AND 2 MALES.
H OW M A N Y “ G R A N D - K I T T E N S ”
D I D S U G A R H AV E ?
POSTER MATH Name: ________
• Wendy’s cat, Sugar, had 6 kittens. All of the kittens were female. Each of Sugar’s kittens had
kittens too. Each had 6 females and 2 males. How many “grand-kittens” did Sugar have?
Draw a Model Show your math Explain your process in words
IDENTIT Y AND
ZERO PROPERT Y
IDENTITY PROPERTY

• Guided Math Plans and activities
ZERO PROPERTY

• Guided Math Plans and activities
COMMUTATIVE
PROPERT Y
COMMUTATIVE PROPERTY

What do you notice?
What does the equal sign mean?
GUIDED MATH PLANS