Blair Vaughn

November 18, 2016

Fact Families of Multiplication/Division: Workshop

Essential Understanding: We can use our guess and check skills and knowledge of addition

and multiplication to solve our problem solver. We can understand fact families and begin
to make connections between multiplication and division through fact families.
Standards: (math) 3.5 The student will recall multiplication facts through the twelves
table, and the corresponding division facts.
Purpose: To gain understanding in the relationship between factors and products, leading
to an increase in fluency of our multiplication facts, and beginning to make connections
with division through fact families.
Goal: By the end of this lesson, students will be able to build upon fact family connections
with multiplication/division facts and increase in fluency of these facts through guided and
independent practice with whole group instruction and math workshop.
Allotted Time: 1 hour 20 minutes (math)
Whole Group Instruction
Time

Activity

Procedures and Comments

<5
minutes

Go over
Classroom
Expectations

1. The teacher will then go over the classroom

expectations with the class and stress the
importance of meeting the classroom expectations,
along with the consequences for not meeting
expectations.
Comments: The new classroom management plan was
set in place the previous Monday, so students still review
of the expectations they are to meet and the
consequences they will face if they do not meet the
expectations. By reviewing the classroom expectations
daily, the students are re-informed of the expectations
they are to meet.
1. After going over the classroom expectations, the
teacher will read the days agenda and goal to the
students, which will be written on the board.
a. Friday Agenda:
i.
Go over Classroom Expectations
ii.
Math Chants
iii.
Discuss Problem Solver
iv.
Math Workshops
v.
Go over Science Quiz from Wed.
vi.
Complete unfinished work
b. Friday Goal:

Blair Vaughn
November 18, 2016

i.

15
minutes

Fact fluency/
Multiples of
Review

15
minutes

Problem Solver of
the Day

We will have a fabulous Friday by

working productively in Math
Workshops today.

1. Say, Class, I need you to quietly clear your desks.

The first person that talks will receive a number.
2. Write several multiples of 7 on the whiteboard. (7,
14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84, 91, 98,
105, 112, 119, 126, 133, 140)
Comments: Probe students for patterns they notice
among the numbers. Ex. the ones repeat in the pattern: 7,
14, 21, 28, 35, 42, 49, 56, 63, 70, 77, 84.
3. Say,
a. Class, what do you notice about the
numbers I have written on the board?
(Take student responses- probe for the
multiples of 7; skip count by 5, then 2; by 7)
b. Does anyone notice any repeating patterns
among the multiples of 7? I want you to
look at the numbers, think, and then share
with your table group. (allow 30 seconds
for sharing, then redirect)
4. Erase the last eight numbers off the board. Say,
a. Now, we are going to practice saying some
of the multiples of three together. All
together: 7-7, 14-14, 21-21, 28-28,
5. Erase a number and have students chant the
multiples again- making sure not to skip the
missing multiple. Say,
a. Now, say the multiples of 7 together again,
but dont forget the missing multiple.
6. Erase 4 numbers and have students chant the
multiples again- making sure not to skip the
missing multiple. Say,
a. Now, say the multiples of 7 together again,
but dont forget the missing multiple.
7. Erase all the numbers. Say,
a. This is the last round. Say the multiples of
7 that were just on the board, as a class.
(May need to say with students, as
necessary)
8. Praise students for good work!
1. The Problem Solver for the day is an extension
from Monday-Wednesdays question.

Blair Vaughn
November 18, 2016

Skills
addressed:
Guess and
Check, Number
and Operations,
and Algebra.
Incorporates
knowledge of
addition,
multiplication,
and multi-step
problems.

2. Say, Get out your Math Mania notebooks and turn

to you Problem Solver page from yesterday.
3. Re-read the question to the class: show via Elmo.
4. Say, Today, we are going to discuss the problem
from yesterday. Today, we want to find out If
Holly bought 100 seeds in all, how many packets
could she have bought of each kind of seed?
Remember, that there are 8 pumpkin seeds in a
packet and 12 tomato seeds in a packet. How many
pumpkin packets and tomato packets could Holly
buy to equal 100 seeds in all?
5. Say, Take about 5 minutes to continue solving the
problem, if you havent already.
Resource: The
6.
Allow students 5 minutes to work on the problem
Problem Solver
of the day.
by Judy Goodnow
Comments:
As students are working, make sure to walk
and Shirley
around, assisting as needed.
Hoogeboom
(Creative
1. After the time is up, begin discussing with the class
Publications)
their strategies/solutions to the problem solver.

5-10
minutes

Workshop
Introduction/Conti
nuation

1. Bring students to the rug for an explanation of

workshops for the day.
2. Review the Math by Myself. Show via Elmo the
Math by Myself for the day: Number Bonds
worksheet (from Super Teacher). Say,
a. For Math by Myself today, you will get a
number bonds sheet from the yellow bin
labeled Math by Myself, located on the
shelf next to the computers.
b. This number bonds activity is the same
concept as our fact families. For example
(draw while explaining), if I have the
product: 48 and the factor: 6, what is the
missing factor? What times 6 equals 48?
(8)
3. Review Math with a Friend. Show the rules for
the Math with a Friend game of the day: Tic Tac
Toe Products (Laura Candler). Say,
a. Tic Tac Toe Products is a game that can be
played with 2-3 people. If you play with 3
people, you will have to take turns playing.
b. To play, you will need to toss a counter on
the game board. Whoevers counter lands

Blair Vaughn
November 18, 2016

4.
5.
6.

7.

on the biggest number chooses a color and

becomes player 1. (demonstrate via Elmo)
c. Player 1 then slides the 2 paper clips onto
the bottom edge of the game board so that
they point to two different numbers (1-9).
d. Player 1 will multiply the two numbers
and place their colored counter onto the
product on the game board. (Show an
example: place clips on 4 and 9; 4x9=36;
place counter on 36)
e. Then, player 2 slides one paper clip to a
different number, leaving one paper clip in
place. Player 2 then covers the new product
with his/her colored counter.
(demonstrate moving the paper clip from 9
to 3. 4x3=12; place counter on 12)
f. Take turns and if you have 3 people in a
group, make sure to each take a turn and
use 3 colors of counters.
g. The winner is the first player to cover 3
squares in a row horizontally, vertically, or
diagonally.
h. The instructions for the game will be
included with the game board. The Math
with a Friend activity is located in the
yellow bin near the computers, labeled
Math with a Friend.
Say, The teacher station will report to me at the
teacher station.
Say, The last station is Reflex Math/ixL at the
computers. Today, we will finish our rotation.
Explain that fast finishers will go to the Problem
Solving center (by the SmartBoard) and will play
Multiplication Pairs with the Array Cards
(directions located at station), or students can
choose to read the Food Chains leveled readers
independently (located in the tub by the
computers).
Remind students that when they transition, Math
by Myself seatwork, completed or not, will be
placed in the chevron basket before rotating to
the next station.

Blair Vaughn
November 18, 2016

Comments: Make sure to give the teacher table math

facts to solve while making sure each workshop station is
working productively and knows what to do.
Reflection:
What worked?

What didnt work?

Comments:

Blair Vaughn
November 18, 2016

Small Group Instruction: Multiplication Chart Mini-Lesson

Time

Activity

20
minutes

Continued lesson
about New
Multiplication
Tool: The 12x12
multiplication
chart

Procedures and Comments

1. The teacher will do a quick review of key

vocabulary terms in multiplication/division: Say,
a. Multiplication is often called repeated __
(addition)
b. When we multiply, we multiply factor
times __ (factor) equals __ (product)
c. Addition and Subtraction share a
relationship with each other, much like
multiplication and division do. If we say
that multiplication is repeated addition,
then division is repeated __ (subtraction).
d. The word inverse means ___? (opposite)
e. Addition is the inverse operation of ___?
(Subtraction)
f. Likewise, Multiplication is the inverse
operation of ________? (division)
g. With division, we start with our dividend,
which was the product in our multiplication
family, and divide it by our divisor. The
divisor is part of the whole. The answer is
called the quotient.
1. Discuss question number 16 from the quiz
yesterday, which read: John has 36 cookies. He
wants to share the cookies equally among 4 friends.
How many cookies will each friend receive?
2. Draw students a picture of the whole group and
make reference to the parts. (Whole tray of
cookies and the 4 friends receiving cookies)
3. Say, Draw your cookies model on your
whiteboard and try to solve the problem. How
many cookies will each friend receive?
4. Probe students for how they will solve the
problem/what they did to solve the problem.
Comments: On the quiz from yesterday, 10 students (all
middle to lower level grouped students between both
classes) missed this question. (The question was
zero-weighted and was given to see who may have an
understanding of the connection between multiplication
and division thus far.
5. Say,

Blair Vaughn
November 18, 2016

a. Can someone explain what they did/would

do for this problem? (allow student to
explain and elaborate upon responses)
b. The words shared equally or shared into
equal groups are keywords that signal
divide. Remember that multiplication is
repeated __ (+) and division is repeated __
(division).
c. Could we solve this problem by repeatedly
subtracting? (probe for responses,
elaborate, and show how to do repeated
subtraction)
d. To show repeated subtraction, we would
take our whole: 36, and subtract the part
we know: 4. We will continue to subtract by
4 until we reach zero. Then, we will count
how many times we subtracted by 4 to
reach 0, and that will tell us how many
cookies each friend will receive. (9)
Comments: For lower and middle level groups,
demonstrate repeated subtraction with the number line,
then have students show the same process with their own
number line.
6. Give each student their copy of the 12x12
multiplication table.
7. Re-introduce the multiplication table. Say, This
multiplication table helps us to understand and
see the products from multiplication facts 1-12.
8. Starting where the group left off from Tuesday,
have students color in the boxes with a colored
pencil. While pointing to the chart, show students
how to read the chart: 1x1=1, notice how just one
box is covered. Likewise, 5x1=5. We cover 5 boxes
if we look across, or horizontally, and we cover 5
boxes if we look down, or vertically.
2. Repeat this process with the 2s through 12s facts.
Note to students how they can use the chart to find
the products of multiplication sentences.
3. If time permits, practice the first two problems at
the bottom of the page, with the group (6x7 and
4x8). Guide students through using the
multiplication chart as a tool to helping them solve
multiplication problems.
4. Take up students charts when the time is up.

Blair Vaughn
November 18, 2016

Assessment

Reflection:
What worked?

What didnt work?

Comments:

1. Students responses during problem solver and

workshops will serve as formative assessment.

Blair Vaughn
November 18, 2016

Science Review
Essential Understanding:We can utilize and build upon our knowledge of ecosystems and

food chains through a game of Jeopardy Review.

Standards: (science) 3.5 The student will investigate and understand relationships among
organisms in aquatic and terrestrial food chains. Key concepts include a) producer,
consumer, decomposer; b) herbivore, carnivore, omnivore; and c) predator and prey. 3. 6
The student will investigate and understand that ecosystems support a diversity of plants
and animals that share limited resources. Key concepts include a)aquatic
ecosystems;b)terrestrial ecosystems;c)populations and communities.
Purpose: To showcase knowledge of ecosystems and food chains through Jeopardy Review.
Goal: Students will gain a better understanding of the Science units vocabulary and
concepts about Ecosystems and Food Chains through a fun and interactive game of
Jeopardy.
Allotted Time: 20 minutes (science)
Time

Activity

20
minutes

Jeopardy Review

Procedures and Comments

1. Students will be grouped into teams (randomly by

numbering 1, 2) and will stand together with their
groups. Put the Jeopardy Review Game up on the
Smart Board:
https://jeopardylabs.com/play/3rd-grade-ecosyst
ems-review
2. Say,
a. We are going to play Jeopardy to review
our science unit! Raise your hand if you
have heard or played Jeopardy before. (If
some hands are not raised, explain the
nature of the game)
b. I am going to split you into two teams by
counting off 1 and 2. If you are a 1, hold one
finger in the air and stand in between the
first and second row of desks. If you are a 2,
hold 2 fingers in the air and stand in
between the third and fourth rows of
desks.
3. Split the students into groups and go over the
rules of the game.
a. To play Jeopardy, you will stand in a single
file line with your team. The first two
people in the line will go first. To determine

Blair Vaughn
November 18, 2016

who will go first, you will guess a number

1-6. (get students guesses and roll die)
b. The person with the closest guess to the
number rolled will go first. To play this
game, everyone must be quiet. If I hear you
talk, you will receive a number 1. If you talk
again, you will sit out of the game. The
winning team with the most points will
earn 1 ticket.
c. The categories are: vocabulary, food
chains, ecosystems around the world,
producer, consumer, or decomposer, and
instinct or adaptation. First player, pick
your category and the number of points you
want to answer for. If you get the question
right, your team receives the points. If you
get it wrong, you lose that amount of
points.
Assessment

1. Students responses during the Jeopardy Review

game will serve as formative assessment.