In 2018, I worked at a school in indiana that implemented a program called “Success” which was a set 30 minute time frame where students would work in math centers to practice a range of math concepts. Math centers are stations where students get the chance to practice a skill that was previously taught in class in small groups of 4-5. Math centers typically include interactive activities and a small group teacher table. The teacher can decide if students will rotate centers or stay at one center. The teacher creates centers with board games, laminated games from Teachers Pay Teachers, card games, or can use math manipulatives to create a new game. The teacher created groups are based on student behavior and academic level. I noticed that many of my lower performing students had a significantly better understanding of concepts after they were placed in a math center for a specific skill. This module is a modified version of “Success” with the focus being only on learning multiplication through play and includes the use of multimedia as a learning tool in whole class math lessons.The standards used in this module are based on Common Core Standards. 

This module uses scaffolding to connect prior knowledge to new skills. Scaffolding is a support structure that increases the chance of student mastery. Instructional designer and cognitive psychologist, Jerome Bruner first described the term scaffolding in education as 3 modes of representation: actions, images and language. He claimed that teachers should provide intentional guidance to students that helps students make a connection to new material using the three modes of representation. In this 3rd grade class, students have already had exposure to repeated subtraction, repeated addition, skip counting, number lines, and multiplication charts. Students are starting to learn multiplication facts and the methods in which to solve multiplication. They will explore multiplication methods and facts through multimedia and play: this includes video, online digital games, physical games, and the use of math manipulatives. (Lajoie, 2005)

Note: All worksheets and rubrics used in this module will be from Teachers Pay Teachers, the links to specific documents will be included in the teachers update. 

Purpose:

Students will review repeated addition in order to scaffold into understanding multiplication sentences. In addition, Students will be able to solve multiplication using repeated addition.

In addition, students will be able to use the multiplication chart to complete homework. Students will have to complete homework on multiplication facts each night. Students will be able to use the multiplication chart as suggested or solve using repeated addition. By completing this multiplication facts homework students will have either additional practice solving multiplication using repeated addition, practice using the multiplication chart to find the product, and will have the opportunity to individually engage with multiplication facts.

Common Core Standards (2020):

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.

CCSS.MATH.CONTENT.3.OA.A.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.1

CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

The teacher will need to:

• Teacher will show the whole class example of multiplication as repeated addition on the board.
• Teacher example: 3+3+3=9 3*3. Both equations represent 3 equal groups of 3 with a product of 9.
• Check for understanding examples

1. 5+5+5= 5*3 or 3 groups of 5 with a product of 15.
2. 2+2+2+2+2+2= 2*6 or 6 groups of 2 with a product of 12.
3. 1+1=1*1 even though 1+1=2 don't get tricked. This just means there is 1 group of 1 in multiplication. One times one is always 1 because any number multiplied by one is that number.

• Teachers will monitor and assess worksheets to determine if students are prepared to move forward with more multiplication strategies.
• If students are not prepared to move forward, we will spend additional time practicin
• If class reaches 80% mastery , teachers will support struggling students in small groups so all students are prepared to move forward.
• Teachers will provide students with colored multiplication charts to use when completing homework for the week.

(Multiplication chart for homework)

Additional Information:

Multiplication as repeated addition worksheet:https://docs.google.com/document/d/1-FTStVuVp0oXaMWZLQfQYfNTbvJJIKt1kpojK7P8A14/edit?nativeconvert=1

Homework PDF (all homework pages will be in this PDF document): file:///home/chronos/u-5b38485032f4afde7a9c3bfe46ade2ba62a4ba0e/MyFiles/Downloads/TimedMultiplicationTestPractice-1.pdf 

Purpose:

Students will be able to make the connection between arrays, repeated addition and multiplication. Furthermore, students will be able to understand arrays by exploring arrays visually through multimedia and concrete examples of making arrays using clay. Hands on learning shapes the learning experience because students become engaged with their minds when using their hands. The type of engagement students experience with hands-on learning makes it inevitable that they will retain knowledge.

Common Core Standards (2020):

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.

CCSS.MATH.CONTENT.3.OA.A.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.

CCSS.MATH.CONTENT.3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

The teacher will need to:

• Teacher will write examples of equal groups, rows and columns on white board. (Columns are vertical (up and down) and rows are horizontal (left to right))
• Teacher will provide a step by step demonstration on how to create an array using clay and how to record the multiplication sentence.

(Teacher array activity example)

• Teacher will provide material for array activity: clay and paper
• Teacher will support any struggling students in small groups
• Teacher will display anchor chart in the front of class for students to reference while completing arrays activity.

(Anchor chart for multiplication strategies)

Additional Information:

Repeated addition, arrays multiplication worksheet: https://docs.google.com/document/d/1-jbyZYZaKb1-zHnnBayZJfD58nsx5BGgeM30p4VMZRU/edit?usp=sharing

Purpose: Students will be able to practice multiplication through an engaging video game format that uses differentiated instruction so each student has the opportunity to build their math skills at their own pace. Prodigy engages students with video games and caters to students' individual learning needs. The prodigy results will serve as formative assessments for individual students and the class overall.

Common Core Standards (2020):

CCSS.MATH.CONTENT.3.OA.A.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.1

CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Teacher will need to:

• Teacher will provide students with prodigy logins and passwords, and teachers should email each student their information.
• Teachers should monitor student devices for on task behavior.
• Teachers will pull small groups for students who were struggling day one and two to close any gaps before the next day's activities.
• Teacher will analyze student reflections and class performance on Prodigy.

Additional Information:

Prodigy is free to use, teachers will create a class and create student logins.

https://www.prodigygame.com

Purpose:

Students will get the chance to move their bodies in this game of Multiplication Scoot while working diligently to make the right matches on their answer key using prior multiplication knowledge. Physical movement is always a great way to keep scholars engaged and excited about learning.

Common Core Standards (2020):

CCSS.MATH.CONTENT3.OA.1: Interpret products of whole numbers, e.g. interpret 5 X 7 as 5 groups of 7.

CCSS.MATH.CONTENT.3.OA.A.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.1

Teacher will need to:

• Teachers will follow Multiplication Scoot game directions from Teachers Pay Teachers. The teacher will give the “Scoot” signal, the signal would likely be an alarm or a song that the teacher will set a timer for students for 1 minute 30 seconds. Teachers can adjust time if needed.

(Scoot directions)

Additional Information:

Multiplication Scoot Game from Teachers Pay Teachers:https://www.teacherspayteachers.com/FreeDownload/Multiplication-Scoot-2957415

Purpose:

Students have been practicing multiplication strategies and facts for a few days in class and as homework, students will practice their multiplication quick fact knowledge through a matching activity. This matching activity will serve as a formative assessment, the teacher will use data to determine which students may need additional small group instruction.

Common Core Standards(2020):

CCSS.MATH.CONTENT.3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.

CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Teachers needs to:

• Teacher will count off partners by groups of 2, the teacher will adjust pairing if needed.
• Teacher will provide students with directions for activity. Directions are in matching facts pdf located in the additional information section.
• Teacher will monitor to make sure students are on task.
• Teacher will review correct answer matches with the whole class.

Purpose: Students will be able to demonstrate comprehension of multiplication through games and peer interaction. Typically students learn best when they are engaged and active in their learning, these math centers give students the opportunity to move around a bit in the classroom and to learn from competitive play with peers.

Common Core Standards(2020):

CCSS.MATH.CONTENT.2.OA.C.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

CCSS.MATH.CONTENT.3.OA.A.1:Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.

CCSS.MATH.CONTENT.3.OA.A.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.

CCSS.MATH.CONTENT.3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Teacher will need to:

• Teachers will provide written and verbal directions for all math games before releasing students to their perspective center.
• Teacher will monitor to make sure students are on task.
• Teacher will prepare and provide materials for games.
• Teachers will put students in groups of 4-5 for each center.
• Teachers will need to address expectations for math centers and peer evaluations.

1. Jenga:Jenga board with math equations written in sharpie
2. Roll and Multiply: Numbered dice
3. Multiplication War: Deck of cards
4. Math flash cards: flash cards from dollar tree, walmart, or create flashcards with notecards
5. Prodigy: tablets and student login information

Purpose: This assessment serves as a summative assessment. Students have been working diligently all week practicing multiplication strategies and strengthening their multiplication facts, this is an engaging activity for students to demonstrate their mastery. Students should be able create arrays and write corresponding equations. If overall mastery is high (at least 80%), the teacher knows that students are prepared to move forward with more challenging multiplication activities. The 20% will receive additional small group support. If mastery is low, the teacher will do a whole class review of concepts students still struggle with.

Common Core Standards (2020):

CCSS.MATH.CONTENT.2.OA.C.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

CCSS.MATH.CONTENT.3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.

• Teacher will prepare and provide array city materials
• Teachers will facilitate students reading directions 1-4 aloud as a class and address expectations for materials.
• Teacher will grade projects based on the following rubric:

(Array City teacher project rubric)

Additional Information:

Array City project: file:///home/chronos/u-5b38485032f4afde7a9c3bfe46ade2ba62a4ba0e/MyFiles/Downloads/ArrayCity-1.pdf

Teacher project rubric:https://www.teacherspayteachers.com/FreeDownload/Math-Project-Rubric-2226156

Student self and peer math rubric:file:///home/chronos/u-5b38485032f4afde7a9c3bfe46ade2ba62a4ba0e/MyFiles/Downloads/RubricMathClassWorkActivitiesGroupPartnerWork-1.pdf