social pharmacy d-pharm 1st year by Pragati K. Mahajan
3rd grade multiplication final product
1.
2. Interpret products of whole numbers, e.g., interpret 5 x 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 x 7.
MGSE3.OA.2
Interpret whole number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share
when 56 objects are partitioned equally into 8 shares (How many in each group?), or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each (How many groups can you make?). For example,
describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
MGSE3.OA.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.
MGSE3.OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers using
the inverse relationship of multiplication and division. For example, determine the unknown number that makes the
equation true in each of the equations, 8 x ? = 48, 5 = □ ÷ 3, 6 x 6 =?.
MGSE3.OA.5
Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 =
24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30,
or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16,
one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)
MGSE3.OA.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operation. For example, observe that 4 times a number is always even, and explain why 4 times a
number can be decomposed into two equal addends.
3. Day 1
Subject: Math Technology Needs/Uses: pretest, pencil, K-W-L chart
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
• Written Response
Lesson Length:
40 minutes
Task/Objective: Multiplication Pre-Assessment: Students will take a pre-assessment to see what knowledge
they may already have in regards to multiplication. Students will also begin K-W-L chart on multiplication.
Process (strategies & activities): Explain to students they will be taking a pre-test on multiplication. In order to
put them at ease, tell students the test will be graded but not recorded in the gradebook. Explain that the pre-
test allows the teacher to know what the students may already know. The pre test will be the same exact test as
the final test at the end of the unit, but do not let the students know that. After completing the pretest, students
will take 5 minutes to begin a K-W-L chart on what they know about multiplication and what they want to learn
about multiplication.
I Can Statements: I can fill out a K-W-L chart about multiplication.
Resources: https://testmoz.com/675422
6. Day 2
Subject: Math Technology Needs/Uses:
Computer, Projector, Speakers
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
Lesson Length:
40 minutes
Task/Objective: Begin introduction to multiplication by watching a Brainpopjr.com video on arrays. An array
is a model to help one write a multiplication problem. Multiplication is repeated addition.
Process (strategies & activities): Collect K-W-L charts. Go to Brainpop.com and Brainpopjr.com and type in
multiplication and arrays. Watch the two videos to introduce this topic. At the end of each video, recap by
having the class take the quiz at the end of the video for a participation grade. Each student that answers a
question right gets a piece of candy.
I Can Statements: I can explain how to solve a multiplication problem by using an array.
Resources: https://www.brainpop.com/math/numbersandoperations/multiplication/,
https://jr.brainpop.com/math/multiplicationanddivision/arrays/
7. Day 3
Subject: Math Technology Needs/Uses:
Paper, Pencil, Whiteboard, Dry Erase Markers
Topic: Multiplication
Grade Level: 3rd Assessment:
• Personal Communication
Lesson Length:
40 minutes
Task/Objective: Students will answer review questions from the Brainpop.com video. After, students will do
the assigned array worksheet.
Process (strategies & activities): If the class understands and feels confident knowing how to make an array,
then pass this work sheet out. Have the class make the assigned arrays and ask questions when needed.
This is a group activity so let them work together. I will do the first two as examples on the white board. After
that, the students will get into groups to work together on this worksheet. When there are 10 minutes left in
class, I will go over the answers with the class. Any missed answers must be redone for homework the next
day.
I Can Statements: I can explain how to solve a multiplication problem by using an array.
Resources: https://www.superteacherworksheets.com/
9. Day 4
Subject: Math Technology Needs/Uses: Flash cards 8 by 10, Pencil,
Note sheet, construction paper (3 colors)
Topic: Multiplication
Grade Level: 3rd Assessment:
• Written Response
Lesson Length:
40 minutes
Task/Objective: The class will receive notes on a layout consisting of what to know/memorize and make
flashcards for all of the multiples on the sheet. The problem will be on the front, and they will put the answer
on the back. We will review them at the end of class. This is a grade. Study 15 minutes every night with a
parent or guardian to memorize these. Use a different color of construction paper for each multiple set.
Process (strategies & activities): Multiplication is all about memorization and practice, so now it’s time to
learn the times tables 1-3. Go over homework as a class. Pick a student at random to come up and answer a
question about arrays on the board. Collect all worksheets afterwards. Pass out the notes and have the class
begin making their cards.
I Can Statements: I can memorize multiples of 0-3 by studying my flashcards.
Resources: http://imgc.allpostersimages.com/images/P-1200-1200-100/63/6337/EEN7100Z/posters/multiplication-
table-education-chart-poster.jpg
12. Day 5
Subject: Math Technology Needs/Uses: Note cards, partner, candy
Topic: Multiplication
Grade Level: 3rd Assessment:
• Personal Communication
• Selected Response
Lesson Length:
40 minutes
Task/Objective: The students will play a card game in groups of two. One person will hold the card with the
question and their partner will try and figure out the right answer. There will be 3 minutes for each partner to
get as many correct answers as they can. The winner of each pair will get a piece of candy. We will switch
partners after every round.
If time permits at the end of class, the students will be divided into 2 teams to play SLAP.
Process (strategies & activities): Explain the card game, and how to play SLAP.
I Can Statements: I can work with a partner and name all the multiples of 1-3 with the help of the flashcards I
made.
Resources: None
13. SLAP Game
The teacher will pick a multiple to practice and
lay out, in random order, pieces of paper with a
different product on each page. One team will
be sitting on each side of the answer cards. The
teacher will call one student from each team to
compete against one another. The teacher will
call out a multiplication problem and the first
team to slap the card and call out the correct
answer will receive a point.
14. Day 6
Subject: Math Technology Needs/Uses: Paper, pencil, note cards (2
colors),
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
• Written Response
Lesson Length:
40 minutes
Task/Objective: Pop quiz over how well the students have been studying on their own. When the
students finish their quiz, they will pick up the note sheet for multiples 4 and 5 and start making their note
cards.
Process (strategies & activities): Start the class with a 15 question timed quiz of multiples 1-3. Pop quiz the
students to see how well they’ve been studying on their own. Introduce multiples of 4 and 5. When everyone is
finished with the quiz, go over the answers then start going over 4’s and 5’s.
I Can Statements: I can name all the multiples of 1-3 without looking at my note sheet.
Resources: None
18. Day 7
Subject: Math Technology Needs/Uses: Note cards, partner, candy
Topic: Multiplication
Grade Level: 3rd Assessment:
• Selected Response
• Personal Communication
Lesson Length:
40 minutes
Task/Objective: We will play the card game we did with 1-3, but instead with 4-5 in groups of two. One
person will hold the card with the question and their partner will try and figure out the right answer. They will
have 3 minutes each to get as many correct. The winner of the two with the most correct will get a piece of
candy. We will switch partners after every round. Again, if there is time the students will play SLAP.
Process (strategies & activities): Go over quiz from yesterday. Let the students ask any questions about the
pop quiz from yesterday. Students will take home their quiz to study so they know exactly which ones they are
struggling with.
I Can Statements: I can remember the multiples of 4 and 5 without looking at my note sheet.
Resources: None
19. Day 8
Subject: Math Technology Needs/Uses: Paper, glue, scissors,
crayons
Topic: Multiplication
Grade Level: 3rd Assessment:
• Selected Response
• Personal Communication
• Written Response
Lesson Length:
40 minutes
Task/Objective: Each student will be given a cut and paste worksheet that will be due at the end of the class.
This is an individual assignment. If they color it and make it fancy, they can earn up to 5 bonus points on the
test. They may use their note sheets if they get stuck on a problem.
Process (strategies & activities): Pass out the cut-out activity for students to work individually as a review.
Must be turned in by the end of class. You may answer any questions they have, but make sure they looked
at their notes first.
I Can Statements: I can recite all the multiples of 1-5
Resources: http://www.superteacherworksheets.commultiplicationcut/
20.
21.
22. Day 9
Subject: Math Technology Needs/Uses: Computer, BYLD, internet,
smart board, internet
Topic: Multiplication
Grade Level: 3rd Assessment:
• Selected Response
• Personal Communication
Lesson Length:
40 minutes
Task/Objective: For the first 10 minutes of class, students will review note cards with a partner. After the 10
minutes is up, the children will use either their BYLD or a class computer to play KAHOOT! to review for the
test tomorrow.
Process (strategies & activities): Teacher will log into the KAHOOT! game and show their students how to log
in and enter the game pin number. Students must use nick names to enter the game. Make it clear that the nick
names must be school appropriate.
I Can Statements: I can recite all the multiples needed for the test tomorrow.
Resources: https://play.kahoot.it/#/k/a709aa9a-693a-4bc6-a1af-d010acd1ac00
23. Day 10
Subject: Math Technology Needs/Uses: Computer
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
Lesson Length:
40 minutes
Task/Objective: TEST DAY. The teacher will have reserved the computer lab for the day. Students will have the
whole class period to complete this test. The teacher will be monitoring the computer screens. Students will not
be able to talk. This is an individual assignment. Any student who talks or cheats will have to take the test
during recess by themselves.
Process (strategies & activities): I have reserved the computer lab for the day, and I will be monitoring the
computer screens.
I Can Statements: I can take a test on the introduction of multiplication without needing to use any sources.
Resources: testmoz.com/675422
