Molloy College 

Division of Education 
Ashley McMenamy Professor: Dr. Wisnewski 
EDU 341 03     November 17, 2018 
Grade: Third Topic: Multiplication Content Area: Mathematics 
 

INSTRUCTIONAL OBJECTIVES (s) ​(Lesson Objective(s)*) 

After a Chalk Talk on the importance of multiplication and a whole group discussion guided by a 
PowerPoint presentation on the repeated addition multiplication strategy, students will practice working 
with the repeated addition multiplication strategy in groups and then independently complete the 
Multiplication as Repeated Addition ​exit ticket, answering 6 of the 8 problems correctly.  
 
NYS STANDARDS AND INDICATORS 
Mathematics Standard: New York State Next Generation Mathematics Learning Standard
NY-3.OA.1
Domain​: ​Operations and Algebraic Thinking
Cluster​: ​Represent and solve problems involving multiplication and division.
Standard​: ​Interpret products of whole numbers.
Indicator:​ This will be evident when students are solving one-digit multiplication problems.

NY-3.OA.3
Domain​: ​Operations and Algebraic Thinking
Cluster​: ​Represent and solve problems involving multiplication and division.
Standard​: ​Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities.
Indicator:​ This will be evident when students use the repeated addition strategy to show equal groups to
solve multiplication word problems.

ELA Standard: New York State Next Generation English Language Arts Learning Standard
Speaking and Listening Standard
Comprehension and Collaboration

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
3SL1d
Explains their own ideas and understanding of the discussion.
Indicator:​ This will be evident when students are explaining how they solved the repeated addition as
multiplication problems.

 
INSTRUCTIONAL RESOURCES 
● Whiteboard  
● Dry erase markers 
● Chalk Talk Poster 
● Markers 
● Froot Loops (counters) 
● Plastic Bags 
● Multiplication as Repeated Addition PowerPoint Presentation by Ashley McMenamy 
● SMART board 
● Poster paper 
● Tape 
● Multiplication as Repeated Addition ​exit ticket. 
● Multiplication Fundamentals Repeated Addition ​worksheet. 
● Repeated Addition Multiplication Chart ​worksheet. 
● Groups of, Repeated Addition ​worksheet. 
● Multiplication as Repeated Addition (2) ​worksheet (enrichment). 
 
MOTIVATION ​(Engaging the learner(s)*) 
Motivation: ​Students will participate in a Chalk Talk thinking routine at the whiteboard. Students will 
contribute in the Chalk Talk by answering why learning multiplication is important. 
 

DEVELOPMENTAL PROCEDURES 
(including Key Questions) 
1. After the Chalk Talk motivation, the teacher will pass out 15 Froot Loops to each student to be
used as counters. The teacher will ask students to put three Froot Loops in three different groups.
The teacher will ask students to count aloud to see how many there are. The teacher will explain
by writing on the board that 3 + 3 + 3 can also be written as 3 x 3, that both equations equal 9,
and that this is a strategy we call repeated addition. ​(How many Froot Loops can we count
altogether?)
2. The teacher will ask students to put four Froot Loops into two different groups. Students will
count aloud to see how many there are. The teacher will explain on the board that 4 + 4 can also

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 be written as 4 x 2 which both equal 8. The teacher will remind students that this is a strategy
called repeated addition. ​(How else can we write 4 + 4 equals 8?)
3. Students will participate as a class in example repeated addition multiplication problems on the
PowerPoint to practice working with the concept. ​(There are 2 groups of dogs and there are 3
dogs in each group, how many dogs are there in all?)
4. The teacher will ask for six volunteers to come to the front of the classroom and participate in the
activity. Students who have volunteered will be asked to arrange themselves into three groups of
two. The teacher will ask the whole class to count the groups of volunteers by adding each group
together. The teacher will repeat that this is another way of finding the answer to a multiplication
problem called repeated addition. ​(How many students can we count altogether? What math
sentence can we create to represent this?)
5. The teacher will ask for eight volunteers to come up to the front of the classroom and arrange
themselves into two groups of four. Students will count as a whole class the groups of volunteers
by adding each group together. The teacher will ask students to raise their hands if they know
what kind of multiplication problem this is. ​(What kind of multiplication problem are we
solving?)
6. The teacher will ask for 9 volunteers to come up to the front of the classroom and arrange
themselves into three groups of three. The students will count as a whole class the groups of
volunteers by adding each group. The teacher will ask students to raise their hands if they can
define what repeated addition means. ​(What strategy can we use to solve this problem? What
math sentence can we create to show this problem?)
7. Students will be split into groups. Each group will be assigned to solve a repeated addition
sentence and multiplication sentence on a poster board placed around the room. Teacher will
progress monitor to make sure students are remaining on task and working appropriately in their
groups. ​(How many groups will you make? How many clouds will you put in each group? What
math sentence will you write to represent the model?)
8. After each group has completed their problem on the assigned poster board, a student
representative from each group will explain to the class how the group found their answer. ​ (How
did you determine how many groups could be made in this problem? How many pom-poms did
you count altogether?)
9. Students will return to their desks and complete the ​Multiplication​ ​as Repeated Addition ​exit
ticket. Upon completion, students will submit their exit ticket to the teacher to be assessed.
Students are expected to accurately answer 6 out of the 8 questions on the exit ticket.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
  
INSTRUCTIONAL STRATEGIES ​(Learning Strategies*) 
Chalk Talk 
Indicator:​ This will be evident when the students are participating in the motivation Chalk Talk in which 
they will answer why learning multiplication is important.  
Direct Instruction 
Indicator:​ This will be evident when the teacher is educating how to use repeated addition to solve 
one-digit multiplication problems.  
Discussion 
Indicator:​ This will be evident when students are participating in example repeated addition as 
multiplication problems on the PowerPoint and explaining how their groups solved their assigned 
poster board multiplication problems.   
Demonstration 
Indicator:​ This will be evident when the teacher demonstrates on the whiteboard how the repeated 
addition sentence can be written as a multiplication sentence whole using Froot Loop counters.   
Group Work 
Indicator:​ This will be evident when students work in groups to solve repeated addition and 
multiplication problems on poster board placed around the classroom.   
Cooperative Learning 
Indicator:​ This will be evident when students are working together in groups to solve repeated addition 
and multiplication problems.  
 
ADAPTATIONS ​(Exceptionality*) 
Teacher will monitor the student who has trouble focusing and following directions and make sure the 
student is remaining on task.  
 
The ELL (English Language Learner) will be placed in a small group to have the problems read aloud 
from the ​Multiplication as Repeated Addition ​exit ticket.  
 
The student with Attention Deficit Disorder (ADD) will be seated in the front-center of the room to be 
placed away from outdoor distractions such as the window or hallway and will be chosen in the first 
volunteer group to grab the student’s attention immediately.  

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
  
The struggling readers and/or spellers will be placed in a small group to have the directions and equations 
read aloud as they work. 

 
DIFFERENTIATION OF INSTRUCTION 
Visual Learners​ will benefit from the clip art images in the Multiplication as Repeated Addition 
PowerPoint and the images on the ​Multiplication as Repeated Addition ​exit ticket. 
 
Kinesthetic Learners​ will benefit from using the Froot Loops as counters and the student volunteer 
repeated addition activity.   
 
Auditory Learners ​will benefit from counting aloud as a class to create the repeated addition sentences.  
 
Struggling Students​ will be given a bag of Froot Loops to use as counters while completing the 
Multiplication as Repeated Addition ​exit ticket. Struggling students will be given the ​Multiplication 
Fundamentals Repeated Addition Match ​worksheet for homework instead of the ​Repeated Addition 
Multiplication Chart ​worksheet​. 
 
Average Students  
Teacher will keep the Multiplication Strategies: Repeated Addition chart placed on the whiteboard in the 
front of the classroom where it is visible for the students to refer to for help. 
 
Advanced Students ​will be encouraged to create their own original word problems and then solve them 
using the repeated addition multiplication strategy. 
 

ASSESSMENT​ ​(artifacts* and assessment [formal & informal]*) 

Informal 
- The teacher will walk around and progress monitor while checking class work. 
Formal 
- Students will complete the​ Multiplication as Repeated Addition ​exit ticket and will be expected 
to accurately answer 6 out of the 8 problems on the exit ticket.  
 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 INDEPENDENT PRACTICE 
Following the ​Multiplication as Repeated Addition ​exit ticket, students will independently complete the 
Repeated Addition Multiplication Chart​ worksheet at home for homework, which asks students to 
complete the multiplication problems by filling in the empty spaces on the chart. Students will submit this 
worksheet to the teacher the next day for assessment. 
-  
 

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND 

ACADEMIC ENRICHMENT 
Direct Teacher Intervention 
Students will work with the teacher or teacher aide to complete the ​Groups Of, Repeated Addition 
worksheet. Teacher will read aloud each problem on the worksheet, help the student determine how 
many illustrations to draw in each group and then determine how to complete the repeated addition 
sentence and multiplication sentence on the lines below their illustration. 
 
Academic Enrichment 
Students will be given the ​Multiplication as Repeated Addition​ ​(2)​ worksheet that does not depict an 
example problem of the repeated addition strategy, includes a more challenging problem in which 
students are asked to fill in a chart with missing multiplication problem solutions and then use the 
solutions they found to answer the next six questions.  

 
 
 
 
 
 
 
 
 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 
 
RESOURCES 
New York State Education Department. (2017). New York State Next Generation Mathematics 
Learning Standards. Retrieved November 17, 2018, from 
http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-ge
neration-mathematics-p-12-standards.pdf 
 
New York State Education Department. (2017). New York State Next Generation Language Arts
Learning Standards. Retrieved November 17, 2018, from
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
 
 
 

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 © Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language