Reflection: Developing a Conceptual Understanding Working with Multiples Using the Factor 3 - Section 4: Practicing With 3's Multiplication


The students did a great job skip counting to find the missing product. Many used their fingers to keep track of their counts, but I am still uncertain they really know what they are counting.  Several more lessons with actually drawing the groups or building the expression with cubes are necessary. However, this lesson does help the students with their accuracy. We now need to pair that with fluency work.

In third grade, fluency is not automaticity. It is knowing and correctly using appropriate strategies, using objects, pictures, words and symbols. The strategies that 3rd grade students use are expected to become increasingly sophisticated, as their skills develop. (3.OA.7) "By the end of Grade 3, know from memory all products of two one-digit numbers". Know from memory is not solely intended as a focus on timed tests of memory recall. It is intended to insure that students have many experiences working with manipulatives, drawings, and models such as arrays, so that they have a deep understanding of the basic facts.

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  Developing a Conceptual Understanding: How Did They Do
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Working with Multiples Using the Factor 3

Unit 10: Fluency to Automoticity
Lesson 5 of 5

Objective: Students will use their knowledge of skip counting to build their accuracy with multiplication facts with a factor of 3 and learn what the vocabulary word "multiples" means.

Big Idea: Children don't readily "see" threes. In this lesson, we work to find connections to 3 in our skip counting, which we will identify as working with multiples.

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Math, product, factors, skip counting, multiples, pattern, equation
  50 minutes
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