10 As A Factor

Lesson: 10 as a Factor
Date of lesson: October 28, 2020
Grade: Third
Subject Matter: Multiplication
Content Area/Standards: Math
Time period for the learning experience: 35 minutes
State adopted common core standards:
3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication
table) and explain them using properties of operations.
Learning goal (objective):
All students will be able to use the pattern that arises when multiplying with 10 as a factor to
solve problems. Students will show their knowledge by completing various multiplication
problems where one factor is 10.
Essential concepts:
In order to achieve these goals, the students will need to understand that when skip counting
by 10s from 0, the multiples of 10 are 10, 20, 30, 40, 50, and so forth. Students will learn that
there is a pattern in the skip counting. The pattern shows us that when multiplying a number by
10, you just need to add a 0 to the right of the digits in the number to get your solution.
Students will understand that the factor that is not 10 tells us how many tens are in the
product. Students will be able to use this pattern in order to multiply any whole number by 10.
Materials: Computer/iPad, notebook, hardcover math book, math workbook, pencil
Whole Class or Small Group Instruction: Whole Class
Class description:
- The class has 6 identified English Learners.

- The class has two students with IEPs.
- The class has 0 GATE Students.
- The class has one student who is currently on a behavior management plan.
Lesson:
- Anticipatory set (5 minutes): I will begin this lesson with the “Which Doesn’t Belong”
routine. I have 4 multiplication equations that build on prior lessons. Students will share
out which equation they think doesn’t belong. This activity is meant to get them
thinking about multiplication and hear other ideas that students have about the
equations. Then, I will begin teaching the lesson by telling students that they know how
to multiply by numbers less than 10, and it is time to learn to multiply by 10!
- Teaching the objective (10 minutes): I will then transition into the lesson by having
students turn to a new page in their math notebook. We will start by writing out the
name of the topic in our notes. Then, I will draw a 10s facts table with no answers.
Students will copy it down in their math notes as well. We will start off with 0x10, and I
will give students some time to solve it and call on a student for the answer. We will
continue filling it in this way until we get to 5x10. I will ask students how they got the
answer and discuss the method they chose. Once we reach 5x10, I will ask students if
they notice a pattern that might help us finish the rest of the facts. If no one noticed the
pattern, I will introduce it. If someone noticed the pattern, I will break it down a little
more for the whole group. I will have students use a highlighter to highlight the 1 in
1x10. We will then highlight the 1 in the answer. We will do this for the entire times
table. I will tell students that a good way to check their answer is making sure the tens
place of their product matches the factor they are multiplying by 10, and model how I
would do this. I will review the vocabulary words product and factor at this time. Then, I
will ask students what would happen if I flipped the equation around (10x2). We will
review the commutative property and go over how the pattern works either way.
- Guided practice (10 minutes): We will solve several problems together. I will use the
guided practice section in our hardcover math book but won’t have students turn to this
page because it has a completed 10s table and I want to make sure we are doing the
work and not just referring to a chart. I will walk students through number 1 (2x10), and
then have students walk the class through how to solve problems 2, 3, 4, and 5.
- Independent practice (5 minutes in class):

o During the lesson, I will give students a problem to solve independently and have
them hold up their paper with the answer. This problem will help me determine
how I should structure math groups for reteaching, practice, and enrichment.
The question is: Cesar buys 7 packs of pencils. There are 10 pencils in
each pack. How many pencils does he buy?
o During their independent work time, students will also complete an assignment
in Seesaw. The assignment was created using the reteaching page that is in their
workbook. I selected this page for several reasons. I like the reteaching page
because it includes a review of what we learned that the students can go back to
if they’ve forgotten what we learned. I also like that it includes multiplication
facts other than 10, so I can assess their knowledge of concepts we covered
previously. There is also a reasoning question that I like because it tells me
whether students understand the concept, or if they are just using memorization
to solve the problems. Students can complete the page digitally or on paper. I
recorded a video reviewing the lesson and breaking it down for students who
might not remember when it is time to do the homework. I also recorded a video
at the end of the Seesaw assignment going over the answers so students can
check their work and get help during this time.
- Closure and summarize (5 minutes): Together we will summarize that you can use
patterns in the 10s facts in order to solve a problem. I will ask students to summarize
the pattern for me. We will open our notebooks to the “anchor chart” we have created
for multiplication. I will ask students to add something to the chart, so they remember
the 10s rule. I will write on my notebook that 10’s facts always end with zero and that
the tens place in the product is always the same as the factor being multiplied by 10.
Math rotations (45 minutes):

- Math groups will be created based on the results of the quick check I gave during
independent practice and our prior observations. We will have three math groups:
enrichment, practice, and reteaching. One rotation is with me, one rotation is with Mrs.
Gallegos, and one rotation is in Seesaw completely a Common Core Review. We use the
Common Core Review to assess for any gaps in student learning that we need to go back
to in math groups.
- The enrichment math group will do the enrichment worksheet in their workbook with
me and the problem-solving section of the textbook with Mrs. Gallegos. They will have
the most independence out of the three groups.
- The practice math group will do the independent practice section with me, then start
the problem-solving section with Mrs. Gallegos. Mrs. Gallegos will guide them through
the problem-solving section slowly and step-by-step.
- The reteaching math group will do a review with Mrs. Gallegos and slowly work on the
guided practice and some independent practice problems with me.
Differentiation: The whole group math lesson will not be differentiated. In order to meet our
English Learner’s needs, I will make sure to explain any vocabulary that I use (for example
commutative property) to ensure their understanding. Math groups will be differentiated based
on need. Every morning, we discuss our observations of students in order to begin creating
math groups. We then use the quick check during lunch in order to finalize groups.

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Lesson: 10 as a Factor

Date of lesson: October 28, 2020

Subject Matter: Multiplication

Content Area/Standards: Math

Time period for the learning experience: 35 minutes

State adopted common core standards:

Learning goal (objective):

Materials: Computer/iPad, notebook, hardcover math book, math workbook, pencil

Whole Class or Small Group Instruction: Whole Class

- The class has 6 identified English Learners.

- Independent practice (5 minutes in class):

Math rotations (45 minutes):

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