Lesson Overview

Grade Level 3
Estimated Time Needed 4- 30 to 35-minute lesson
Students will watch a video and come up with questions that lead them to
multiplying on a number line. Students will work in groups to explore
Lesson Description
working with a number line, then share their ideas with the whole class and
practice with word problems.
3(4) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number
computations in order to solve problems with efficiency and accuracy. The
student is expected to:
(D) determine the total number of objects when equally sized groups of
objects are combined or arranged in arrays up to 10 by 10
(E) represent multiplication facts by using a variety of approaches such as
Content Area Standards
repeated addition, equal-sized groups, arrays, area models, equal jumps on
a number line, and skip counting
(F) recall facts to multiply up to 10 by 10 with automaticity and recall the
corresponding division facts
(K) solve one-step and two-step problems involving multiplication within 100
using strategies based on objects; pictorial models, including arrays, area
models, and equal groups; properties of operations; or recall of facts
3.4(E) I will represent multiplication facts by using skip counting and equal
Objectives
jumps on a number line.

Resources/Materials/Tools
multiply
equation
factor
product
Terms/Vocabulary
number sentence
number line
equal jumps
groups
Technology Resources YouTube, Jamboard, Whiteboard.fi

Lesson Procedures
Engage Make sure students have their Students are Students need nothing
math journal and pencil. sitting in front of but their brains. The
“We have learned how to model their teacher needs to have
multiplication by showing equal computers/iPads the 3 acts task video on
groups and using repeated while listening and the screen for students
addition. Do you think we can answering to watch and then the
show multiplication on a number questions. They document camera for
line? How?” Let’s share our are also watching students to see their
thoughts on that. a video and ideas being written out.
coming up with
- have students share any wonders
 ideas and/or notices.
- include making
connections to the way
they model addition Teacher is doing
with jumps on a number the same as the
line students; sitting at
“Great thinking. I am going to the computer.
play a video. As you watch the
video think about what you
wonder and what you notice”
Teacher will show the youtube
video (stop before act 2):
https://www.youtube.com/watc
h?
v=BVaQwxDDcI4&list=PLETxamN
bzNHAuSASUZkoFobAafK0tefRc
&index=25

“Tell me your wonders

(questions) or notices”
students may ask the following
questions:
(give me a thumbs up if you
wondered or noticed the same)
- How many different
flavors?
- How many bottles of
soda are on the shelf
- What made you
think of that
question?
- How many sodas are in
each row?
- girls in a store
- a lot of soda bottles
- different flavors of soda
- same sizes
- 10 groups (columns)
- how
- 3 in each (row)
The teacher needs to try to
prompt students that the video
showed us groups of
“These are all great wonders and
notices, now I want you to look
at all the questions you all came
 up with. Think about which one
will be our main question. What
are we going to solve? So think
about that while I play the next
part of the video.”
Play Act 2
“What is our main problem for
today. What are we going to
solve?”
- to see how many sodas
there are on the shelf?
- Anybody agree or
disagree? Why?
“Let’s write our question in our
math journals: “how many sodas
are on the shelf?”- give me a
thumbs up once you have
written down our question.
Explore “what information did the video Students are still in Students need their math
show us that will help us answer their seats (virtual journals to write down
the main question?” learning) some notes.
- numbers (can someone
add to that?) Teacher is sitting. Students will use
- 3 and 10 jamboard to show work.
- What are we doing with Students are put
those two numbers? into groups https://jamboard.google.c
through the meets om/d/1yAqOAANVnJP4b
“ohh so what number and taken back TfTBpVPWxFvV4L2LDO
sentence/equation would go into the main TmmxWokV16Hc/edit?
with this problem? type in the meets link usp=sharing
chat”
- What symbol will go in
between 10 and 3?
- 10x3
- Okay, so that means we
are doing what?
- Why did you make the
number 10 our first
factor? if students wrote
3 as first number probe
to correct- b/c we have
10 groups and 3 bottles
in each
“You all gave me the question
we are solving and the equation
(number sentence)”
“So if we have 10 x3, how can
 we show that on a number
line?”

“I am going to put you in groups.

Working with your peers you will
represent our problem 10x3 on a
number line to solve it. I will
provide you with a link that will
take you to JAMBOARD. Looking
at jamboard, you can see that
there are 6 slides. Your group
number represents the slide you
will work on (remember planet
slides).
In your groups you all fill out the
number line showing me 10x3
and giving the answer. Once you
and your group found the
answer you may transfer this
number line that you created on
Jamboard in your math
notebook. Repeat: once you and
your group collaborate and
agree on your number line, then
you copy it down in your math
journal. I will be going around
answering any questions that
your group may have. I will give
you all 6 minutes. So you all
have until 8:20 to try and
represent 3x10 on a number line
and solve it.
Explain Close out of jamboard. The Students will
teacher goes through the group explain these
slides and asks questions. (tell number lines. how
students to close out of their they created them,
tabs) what they did, why
- As I would do in a and how.
number talk
- tell me what you did Teacher explain
- “Tell me if you agree or any
disagree with the misconceptions Students will use their
number line” especially if journal to write any notes
students solved it down. The teacher will
Questions to ask: have the document
by using 3 groups
- What information did of 10 camera up to show what
you need to keep in to write.
mind while making your
 number line?
- 10 and 3
- How did you show that
information on the
number line?
- Why did you add three
ten times? (there are 10
equal groups)
- What does the 10
represent in our
problem?
- 10 groups
- What do the 3’s
represent? (how many in
each group)
- how can we write that
as our sentence stem,
let us remember that we
jump on a number line,
so let us incorporate the
word “jump” in our
sentence stem.
- 10 equal jumps
of 3
“So on your number line, the
one you wrote in your journal,
write.”
JUST IN CASE:
if group(s) showed 3 equal
jumps of 10, show them on
paper and ask the following
questions:
can someone explain to me in
their own words what group _
did on their number line?
- What is our sentence
stem?
- What is our number
sentence/equation?
- Looking at 3x10 and
10x3, what is the
difference
- numbers are
mixed- the
factors
- What does that change?
- What else is different?
- the jumps and
 equal groups of
- On your whiteboards or
paper show me the
representation on a
number line for the
equation 3x10
“So does it matter if we change
our numbers?”
- Why does it not matter?
- we get the same
answer
- what is that called?
- (commutative property)
BUT, our representation
changes- if a question shows you
a number line with 10 equal
jumps of 3, and asks you to find
the sentence stem, you cannot
choose 3 equal jumps of 10
because that is not what the
number line is showing you.
- so group _ what would
you do differently on
your number line?

“Let’s finish the video and see

the results”
Play the rest of the video, stop at
1:30.

You all figured it out; give

yourselves a pat on the back.

“What did we learn?”

“Can someone add to what _
said?”
“We solved a multiplication
problem using equal jumps on a
number line”
Now, let us practice in groups of
2
Elaborate Students will work on one word students are split students will use their
problem with one other student into groups on the notebook to write down
their work
 (in groups of 2)

The teacher will send them a

link to a new JAMBOARD

Go over the 4 parts:

1. Sentence stem (7
equal jumps of 8)
2. Multiplication number
sentence
3. Number line
4. Solve the problem

In Mrs. Payne’s class, 7 meets link

students each sold 8 candy
bars. How many bars of candy The teacher
did they sell in all? monitors groups

You have until 8:37

The teacher will show students

how to solve problems by
checking their work.

Have students solve 2

problems on their own on the
whiteboard.fi website.

1. Natalie planted 4 rows students work

of tomato plants with 8 individually with
plants in each row. cameras on students use
Evaluate
How many tomato whiteboard.fi
plants are there? teacher monitors
2. There are 6 chocolate students
bars in a box. If Julian
buys 4 boxes, how
many chocolate bars
will he have?
Plans for Differentiated Instruction/Accommodations
NOTE: Put NA for any that do not apply.
Special Education Students N/A
English Language Learners ELL’s will have sentence stems and number sentences as well as visuals
Gifted and Talented
Other: N/A

Classroom Management Plan for the Lesson

- if students are not working in groups, i will pull them and they need to work alone
Potential Challenges/Plan B
- if video does not work, I will have to give students a link and tell them to stop when the screen says act 2
and so on
- if document camera does not work, I will have to project the virtual manipulative just so they can see how
the number line should look like