This lesson focuses on 3.OA.B.5 - using properties of operations to solve multiplication problems. Students work with drawing arrays to represent multiplication sentences having three factors. The teacher asks questions of the students and students discuss their mathematical thinking. Core Actions 2 and 3 are strongly exemplified in this lesson.
The video is annotated using the Instructional Practice Guide: Coaching Tool.
Using Properties of Operations to Multiply (Hofmayer)Download
The teacher is showing students how to draw an array to represent a multiplication problem with three factors. The example she shows helps develop students thinking about the problem as: ____ groups of _____, ______ times.
The teacher gives students an opportunity to talk to a classmate about their thinking. Students are encouraged to be active listeners and participate. Students are overheard discussing their thinking. Teacher joins a partnership and asks questions of students in order to get them to share their ideas.
Here a student is demonstrating how he would draw an array to represent a three-factor multiplication problem. The teacher is facilitating a conversation among the students where they are explaining their thinking. Students are supporting one another in creating the representations to make sense of the problem.
Here the students are actively engaged in productive struggle. While some students show they know the answer, it's showing their understanding of the concept of three factors in a multiplication problem that is challenging. The teacher is guiding students using questions and encourages them to talk to one another. Students demonstrate perseverance despite being "scared" of the problem!
In this short clip students are observed working with grade level problems. Students are working on different problems, where each one gets gradually more difficult (by using larger numbers).
Here the teacher engages a student who is demonstrating difficulty getting started with a problem. The teacher asks questions in order to support the student in finding an entry point into the problem. The student responds to the teacher's prompts by sharing his thinking. The teacher can be heard asking probing questions of students throughout the lesson.
The teacher leads a closing conversation by sharing student work. She asks students what they notice and follows up with clarifying questions. She has students repeat what they hear in their own words, demonstrating active listening. The teacher reinforces the math of the lesson by reminding students that an array is a representation of a multiplication sentence or problem, and it can be used to help students make sense of the problem and find the answer.