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Nancy Diaz Meghan Nunziata Jillian DeDona
 * Names:**

Students will become familiar with multiplication tables and the different strategies used to solve multiplication problems.
 * Aim:**


 * Standards:**

__Students will understand meanings of operations and procedures and how they relate to one another.__ 3.N.19: Develop fluency with single digit multiplication facts. 3.N.20: Use a variety of strategies to solve multiplication problems with factors up to 12X12. 3.N21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication 3.N.24 Develop strategies for selecting the appropriate computational and operational method in problem solving.
 * New York State**

__Problem Solving- Students will build new mathematical knowledge through problem solving.__ 3.PS.2 Understanding that some ways of representing a problem are more helpful than others.

M1A: Adds, subtracts, multiplies, and divides whole numbers, with and without calculators; that is:
 * New York City**
 * adds, i.e., joins things together, increases;
 * subtracts, i.e., takes away, compares, finds the difference;
 * multiplies, i.e., uses repeated addition, counts by multiples, combines things that come in groups, makes arrays, uses area models, computes simple scales, uses simple rates;
 * divides, i.e., puts things into groups, shares equally; calculates simple rates;
 * analyzes problem situations and contexts in order to figure out when to add, subtract, multiply, or divide;
 * solves arithmetic problems by relating addition, subtraction, multiplication, and division to one another;
 * computes answers mentally, e.g., 27 + 45, 30 x 4;
 * uses simple concepts of negative numbers, e.g., on a number line, in counting, in temperature, "owing."

In grades 3–5 all students should __**Understand meanings of operations and how they relate to one another**__
 * National**
 * __Grades 3–5 Expectations__**
 * understand various meanings of multiplication and division.
 * understand the effects of multiplying and dividing
 * identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems
 * understand and use properties of operations, such as the distributivity of multiplication over addition.


 * __Compute fluently and make reasonable estimates__**
 * develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30x50
 * develop fluency in adding, subtracting, multiplying, and dividing whole numbers;
 * develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results;

FUNBRAIN MATH BASEBALLThis site is a creative way to help children of the 3rd grade improve and practice their math skills. The problems are designed in the form of a game, which makes if fun for student and serves as motivation for them to continue to practice.
 * Primary Resources:**

Multiplication Rock


 * Uploaded Lesson Plan:**



Our lesson plan is based on the idea of 3rd grade being one of the most important years in mathematical development. By third grade, students have mastered all four of the basic math topics (addition, subtraction, multiplication and division). These topics will enable students to learn more avanced areas of this basic math. The lesson plan is also designed to keep the students interest while teaching something so repetitively, which can become boring for students. By having the students play games in order to learn, they will be interested in actually learning. The hands on aspects of the lesson, as well as the Multiplication Bee assessment, make students want to do their best so they can be part of the bee. This lesson also helps not just with math, but with memory and reginition. The students are expanding their memory and recall abilities.
 * Lesson Plan Summary:**

Lesson Plan Template Source:


 * ERIC article summaries and APA Citation:**

> **Article Summary:** Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. > **Article Summary:**The purpose of this study is to examine what effects the mnemonic devices of pictures and stories have on the memorization and recall of multiplication facts. This study was conducted on a fourth grade classroom in which the students were divided into three groups. The first group was given standard flashcards, the second group was given a set of picture and story cards, and the third group was given both flashcards and picture/story cards. Students were initially assessed with a pre-test and subsequently given post-tests each Friday for five weeks. Results from the study suggest that students who received both the flashcards and the picture/story cards displayed the greatest success. Appended are: (1) Picture/Story Card; (2) Post-Tests; and (3) List of Scores. (Contains 6 tables.) > **Article Summary:** This article proposes a taxonomy of strategies for single-digit multiplication, then uses it to elucidate the nature of the learning tasks involved in multiplication. In preceding work, it has generally been assumed that much of children's strategy development is driven by changes in their general conceptual capabilities relating to number. In contrast, we argue that, during the period in which single-digit multiplication is the focus of explicit classroom attention, changes in strategy use are primarily driven by the learning of number-specific computational resources. For this reason, we categorize multiplication strategies based upon the number-specific resources that are employed in their execution. To support our conclusions, we draw from a corpus of interviews with third-grade students that were conducted before, during, and after instruction in multiplication. (Contains 6 tables and 10 figures.) > > **Article Summary:** This article summarizes the basic concepts of multiplication and provides some evidence that the traditional third-grade curriculum and instruction emphasizing memorization of multiplication facts produces much less understanding of the basic concepts of multiplication than a standards-based curriculum and instruction emphasizing construction of number sense and meaning for operations. This study also describes a collection of assessment tasks that provided meaningful evidence of children's understandings of basic multiplication concepts, including understandings of the relationships between multiplication and addition. (Contains 3 tables and 2 figures.)
 * 1) **APA Citation:** (2000). Arizona Mathematic Standard Articulated Grade Level, Grade 3 (Legal/Legislative/Regulatory Materials).Arizona Department of Education: 1535 West Jefferson Phenox z 85051.(EricDocument Reproduction Service No. ED 507 609)]
 * 1) **APA Citation:** Brewer, R.A. (2004). Memory, multiplication and mnemonics: a study into the recall of basic multiplication facts. ED 493 410
 * 1) **APA Citation:** Fuson, S., Sherin B. (2005). Multiplication strategies and the appropriation of computational resources. Multiplication strategies and the appropriation of computational resources, EJ 764 985. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?ERICExtSearch_SearchValue_0=EJ764985&searchtype=keyword&ERICExtSearch_SearchType_0=no&_pageLabel=RecordDetails&accno=EJ764985&_nfls=false
 * 1) **APA Citation:** Smith, S.Z., Smith, M.E. (2006). Assessing elementary understanding of multiplication concepts. //Assessing elementary understanding of multiplication concepts//, //EJ751991//. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?ERICExtSearch_SearchValue_0=EJ751991&searchtype=keyword&ERICExtSearch_SearchType_0=no&_pageLabel=RecordDetails&accno=EJ751991&_nfls=false


 * Lesson Plans:**

> **Lesson Plan Summary:** Website offers lesson plans for multiplication tables as well as lesson plans for using word problems and multi digit multiplication. By using this website, we are able to see lesson plans that are used in classrooms to teach multiplication and stratagies to use to help the students recall the multiplication tables. We would use this website as a base for creating our own lesson plan for third grade multiplication. > > **Lesson Plan Summary:** The main webpage gives lesson plans on all topics in math, including multiplication. The second link is a lesson plan using a soccer ball to teach multiplication. I use a lesson like this in my classroom. The soccer ball lesson is wonderful because it not only has the students using repetition, but is getting them involved more than just writing times tables on a piece of paper. They are having fun, while learning and repeating the times tables. This would be great to use as a "test prep" since the students would need to already have a knowledge of the times tables. [] > > **Lesson Plan Summary:** This website, enchantedlearning.com, is a great website for printouts in any topic area and for any level. A large amount of these worksheets and printouts include fun pictures and coloring activities, which students always love. Worksheets are great for teachers to use, especially for math, because you can assess a student by their independent work time. These worksheets are also great for students who may be struggling more; since the pictures and symbols will be a visual for students to count out as they are learning to multiply. > > **Lesson Plan Summary:** This lesson plan uses small candy, like jelly beans or M&Ms, to help groups of students learn multiplication. The students are excited because they will be learning in groups and learning hands on; actually counting out the number of small candies to get to the answer. This would be a great lesson to do before a test, or as a filler, to ensure that all students are on the same page. Plus, they are excited to eat the treat after the lesson is done.
 * 1) **Lesson Plan Link**: **Multiplication Unit Plans 3rd Grade**
 * 1) **Lesson Plan Link**: Silent Ball Multiplication
 * 1) **Lesson Plan Link**: [|Multiplication Work Sheets]
 * 1) **Lesson Plan Link**:[|Multiplication Story Problems]


 * Assessment Questions**



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