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Lesson Plan Template

  • Grade

  • Subject

  • Section

Third

Math

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  • Competency

Multiplication skill builders

  • Aligned Standards

Operations and Algebraic Thinking

  • Strand

3.OA.C.7

  • Vocabulary

  • Array: A set of objects arranged in rows and columns that represent multiplication.
  • Number line: A line marked with numbers at evenly spaced intervals, used to show operations like addition, subtraction, and multiplication.
  • Product: The result of multiplying two numbers.

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Multiply by 3

Prerequisite Skill

Complete Multiplication Sentences For Equal Groups

Materials and Preparation

  • TeachTastic Worksheet Pack for "Multiplication Using Arrays and Number Lines"
  • Counters or small objects for creating arrays
  • Number lines (classroom set or individual student number lines)
  • Whiteboard and markers
  • Student notebooks and pencils

Learning Objectives

  • Students will be able to multiply numbers using the array method.
  • Students will be able to multiply numbers using the number line method.
  • Students will understand the relationship between repeated addition and multiplication.

Introduction

Introduce the concept of multiplication as repeated addition. Explain that today, students will learn two ways to visualize multiplication: using arrays and number lines. Show an example problem, such as 2×3, and discuss how it can be represented with both arrays and number lines.

Explicit Instruction/Teacher modeling

  • Array Method:

    • Draw an array on the board to represent 2×3. Explain that the array shows 2 rows with 3 dots in each row.
    • Count the total number of dots together to find the product.
    • Show that 2×3=6 by adding the dots in each row: 3+3=6.
    • Reinforce with another example: 3×6. Draw the array and explain that it has 3 rows with 6 dots in each row, totaling dots.

  • Number Line Method:

    • Draw a number line on the board and mark intervals of 3.
    • Show how to skip count by 3s two times to find the product of 2×3.
    • Emphasize that the last arrow ends at 6, so 2×3=6.
    • Reinforce with another example: 3×6. Mark intervals of 6 on the number line and skip count by 6s three times, ending at 18.

Guided Practice

Provide students with worksheets from the TeachTastic Worksheet Pack. Work through a few problems together using both the array and number line methods. For instance:

  • Draw an array for 2×4 and count the dots to find the product.
  • Use a number line to skip count by 4s twice to show 2×4=8.

Independent Practice

Give students additional worksheets from the TeachTastic Worksheet Pack for independent practice. These worksheets will include various times on both analog and digital clocks. Students will write the times shown on analog clocks and match digital times with the correct analog clocks. This will help reinforce their understanding and identify any areas where they need further practice.

Differentiation

Support

  • Offer additional practice with manipulatives, such as clock models with movable hands.
  • Provide step-by-step written guides for reading analog clocks.
  • Pair students who need extra help with a peer tutor for additional support.

Extension

  • Challenge students to create their own clocks using paper plates and markers.
  • Ask students to write a short story that includes at least three different times of day, using both analog and digital clock references.
  • Provide additional worksheets with more complex times, such as those involving half and quarter hours.

Assessment

Use the TeachTastic Worksheet Pack's assessment materials to evaluate students' understanding of reading analog and digital clocks. Include problems that require students to write times shown on analog clocks and match digital times with the correct analog clocks.

Review and closing

Review the key points of the lesson, including how to read the hour and minute hands on an analog clock and how to read the time on a digital clock. Address any common misconceptions and answer any remaining questions. Encourage students to practice reading clocks regularly to become more comfortable with telling time.

Misconceptions

  • Misreading the hour hand: Some students may confuse the hour hand with the minute hand. To resolve this, reinforce that the hour hand is shorter and moves more slowly.
  • Reading times with zero minutes: Students might struggle with times like 12:00 or 1:00. Emphasize that when the minute hand points to 12, it means "o'clock."
  • Matching analog to digital: Some students may find it difficult to correlate analog and digital times. Practice with plenty of examples and gradually increase difficulty.
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