M&M: Multiplication Madness - Core Knowledge® Foundation

M&M: Multiplication Madness

Grade Level or Special Area: Third Grade

Written by: Amy Collins and Grace Van Horne, Jefferson Academy, Broomfield, CO

Length of Unit: Ten lessons – two to three weeks

I. ABSTRACT
The focus of this third grade unit is a systematic approach to learning the multiplication facts
from zero to ten and preparing the way to mastery of these facts. In addition, we will address
such topics as mental multiplication and solving word problems using multiplication. Hands-on
activities and tricks of the trade will enhance the multiplication madness.

II. OVERVIEW
A. Concept Objectives (Colorado Model Content Standards for Mathematics)
1. Understands and applies basic and/or advanced properties of number sense in
multiplication. (CS1)
2. Understands and applies basic and/or advanced properties of the concept of
computation in multiplication and mental multiplication. (CS6)
3. Develops an awareness of how to use multiplication in problem-solving
situations and communicate the reasoning used in solving these problems. (CS6)
B. Content from the Core Knowledge Sequence- Third Grade (page 79)
1. Master basic multiplication facts to 10x10
2. Mentally multiply by 10, 100, 1,000
3. Solve word problems involving multiplication
C. Skill Objectives
1. The students will be able to arrange objects in sets when given a multiplication
fact.
2. The students will be able to arrange objects in sets to demonstrate the
commutative property.
3. The students will learn basic strategies for the multiplication facts for the 0’s, 1’s,
and 2’s.
4. The students will be able to demonstrate proficiency on facts for 0’s, 1’s and 2’s.
5. The students will learn basic strategies for the multiplication facts for the 10’s.
6. The students will be able to demonstrate proficiency on the facts for the 10’s.
7. The students will be able to demonstrate understanding of mentally multiplying
by 10, 100, and 1,000.
8. The students will learn basic strategies for the multiplication facts for the 5’s.
9. The students will be able to demonstrate proficiency on the facts for the 5’s.
10. The students will learn basic strategies for the multiplication facts for the 9’s.
11. The students will be able to demonstrate proficiency on the facts for the 9’s.
12. The students will be able to demonstrate proficiency for the facts containing like
numbers (0x0, 1x1, 2x2, 3x3, 4x4, 5x5, 6x6, 7x7, 8x8, 9x9, and 10x10).
13. The students will be able to demonstrate proficiency for the numbers that are 1
apart (2x3, 3x4, 4x5, 5x6, 6x7, 7x8, 8x9, 9x10).
14. The students will be able to demonstrate proficiency for the numbers that are 2
apart (2x4, 3x5, 4x6, 5x7, 6x8, 7x9).
15. The students will be able to demonstrate proficiency for the five final facts (3x6,
3x7, 3x8, 4x7, 4x8).
16. The students will be able to use the multiplication facts they have learned to
create and solve word problems.

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 1

III. BACKGROUND KNOWLEDGE
A. For Teachers
1. Goldish, Meish. Making Multiplication Easy. New York City, NY: Scholastic
Inc. 1991. ISBN 0-590-49140-7.
2. Miller, M., & Lee, M. The Mega-Fun Multiplication Facts Activity Book. New
York City, NY: Scholastic Inc. 1997. ISBN 0-590-37350-1
3. Wickelgren, W.A. & Wickelgren, I. Math Coach. New York City, NY: Berkley
Books, 2001. IBSN 0-425-17983-4
B. For Students- from Core Knowledge Sequence – Second Grad (page 57)
1. Recognize the “times” sign (x).
2. Know what “factor” and “product” mean.
3. Understand that you can multiply numbers in any order (commutative property).
4. Know what happens when you multiply by 0, 1 and 2.

IV. RESOURCES
A. Poster(s) of a multiplication chart
B. Book: Pallotta, Jerry. The Hershey’s Milk Chocolate Multiplication Book. New York
City, NY: Scholastic Inc., 2002. IBSN 0-439-25412-4
C. Book: McGrath, Barbara B. More M&M’s Math. Watertown, MA: Charlesbridge
Publishing, 1998. IBSN 0-88106-994-9

V. LESSONS
Lesson One: Making Sets
A. Daily Objectives
1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
2. Lesson Content
a. Master basic multiplication facts to 10x10
3. Skill Objective(s)
a. The students will be able to arrange objects in sets when given a
multiplication fact.
b. The students will be able to arrange objects in sets to demonstrate the
commutative property.
B. Materials
1. M&M’s – enough for each student (about 25-30)
2. Overhead projector
3. Vis-à-vis pen
4. Pencil and paper
5. Construction paper – 8” x 11” (one per student)
6. Book: More M&M’s Math
7. Book: The Hershey’s Milk Chocolate Multiplication Book
8. Appendix A - one transparency
9. Chart paper to list vocabulary words
10. Black marker
C. Key Vocabulary
1. Set - a group of objects
2. Commutative property - the property of multiplication which states numbers can
be multiplied in any order

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 2

3. Product - the answer to a multiplication problem
4. Factors - the numbers that you multiply together to find a product
5. Multiplication - short cut to addition; repeated addition
6. Times sign - “x” (signifies the operation of multiplication)
D. Procedures/Activities
1. Introduce multiplication by reading aloud The Hershey’s Milk Chocolate

Multiplication Book. Point out key concepts such as the times sign, the
commutative property, factor, product, and multiplication as a short cut to
addition or repeated addition.
2. Distribute 25-30 M&M’s to each student.
3. Give the students time to play with the M&M’s, sorting them according to colors,
counting and arranging them in a graph-like form etc.
4. On the overhead, model how to arrange sets or groups of M&M’s according to
several sample problems such as 2x3 (two sets of three M&M’s) or 1x4 (one set
of four M&M’s).
5. Allow different students to practice modeling on the overhead. While one
student works a problem on the overhead, the rest of the students will
independently work the problem. Discuss the various results. Be sure students
understand what a “set” is.
6. Review the vocabulary words for this lesson. List and write the vocabulary
words for this lesson on the chart paper. Ask the students to help you define the
words. Have volunteers demonstrate the commutative property (numbers can be
multiplied in any order) by showing it on the overhead. Be sure the students
clearly understand this property and are able to model a problem such as
2x5=5x2.
7. Pair the students. Have them sort the M&M’s into sets according to basic
multiplication facts. Roam the classroom to check for questions.
8. End the lesson by reading More M&M’s Math.
E. Assessment/Evaluation
1. Homework assignment: Assign students to complete four examples of sets using
a variety of materials such as cheerios, buttons, stickers etc. Demonstrate to the
students how to fold their construction paper into four equal parts. One
multiplication problem needs to go into each part (Appendix A). Collect and
grade it.

Lesson Two: Multiplying by 0’s, 1’s, and 2’s
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
a. Master basic multiplication facts for 0, 1, 2.

3. Skill Objective(s)
a. The students will learn basic strategies for the multiplication facts for the
0’s, 1’s, and 2’s.
b. The students will be able to demonstrate proficiency on facts for the 0’s,
1’s and 2’s.

B. Materials
1. Multiplication chart displayed in the classroom

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2. Paper and pencils
3. Multiplication flashcards for the 0’s, 1’s and 2’s
4. Appendix B - one copy per student
C. Key Vocabulary
1. Double - two of one kind
2. Pair - two of one kind
D. Procedures/Activities
1. Begin by brainstorming with the children possible examples of multiplication by

zero. For example: say, “I see two birds with zero blue wings. How many blue
wings are there?” The students will say zero. Or say, “I see two football players
with zero footballs. How many footballs are there?” Zero is the answer.
2. Ask the children to raise their hand if they notice a pattern as you continue giving
examples. Ask the students if they can find the trick to multiplication by zero.
The students are going to be detectives and try to find the answer.
3. Tell them the trick: If any number is multiplied by zero, the answer is zero, no
matter what the number is.
4. Have the students make up problems to trick their classmates. For example: 5
cats x zero white ears equal what? Zero white ears. Or multiply 6,379 x 0 = 0
5. Begin to give the students examples of problems containing multiplication by
one. Ask them to wear their detective hats again and find the trick to multiplying
by one. Let them think about the question and see if they can determine the
answer.
6. Tell them the trick: Remember that any number multiplied by one is always the
number. For example: 1x 8=8.
7. Explain to the students that multiplying by 2 is like adding doubles. Talk about
different examples from general everyday life when they see doubles or pairs.
For example: eyes, ears, feet, legs, etc.
8. Now divide the students into small groups of three or four. While in each group
the students will create three examples of multiplication problems using two
factors. For example: If one horse has two eyes, how many eyes do three horses
have?
9. After the students have completed their three multiplication problems, have one
student from each group present two of their examples to the rest of the class.
10. Finally, instruct the students to practice their flashcards with the numbers that
have been learned: 0’s, 1’s, and 2’s. They can practice with partners.
E. Assessment/Evaluation
1. Give the students a quiz over the multiplication facts for 0’s, 1’s and 2’s
(Appendix B). Collect and grade.

Lesson Three: Multiplying by 10’s
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
a. Master basic multiplication facts for the 10’s.
b. Mentally multiply by 10, 100, 1,000

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3. Skill Objective(s)
a. The students will learn basic strategies for the multiplication facts for the
10’s.
b. The students will be able to demonstrate proficiency on the facts for the
10’s.
c. The students will be able to demonstrate understanding of mentally
multiplying by 10, 100, and 1,000.

B. Materials
1. Whiteboards and dry erase markers
2. Overhead
3. Vis-à-vis pens
4. Multiplication flashcards for the 10’s

C. Key Vocabulary
1. Mental Multiplication - doing multiplication in your head without pencil and
paper

D. Procedures/Activities
1. Review previous multiplication vocabulary including factors, product, times sign
and commutative property.
2. Hand the whiteboards out to each student. Instruct the students to begin counting
by tens from ten to one hundred. Tell them to write the numbers down and say
them aloud as well.
3. Give several examples on the overhead to the students and show them how to
multiply any number by 10. Tell them that any number times 10 is that same
number with a zero added to the right (in the one’s place). For example:
2x10=20, notice how the zero has just been added to the digit other than 10.
4. Continue to dictate problems as the students independently practice the problems
on their whiteboards.
5. Divide the class into two groups. Begin to orally give a multiplication drill of the
10’s.
6. If the students grasp the 10’s (measured by teacher observation) demonstrate to
them multiplication by 100 and 1,000 (adding 2 zeroes and 3 zeroes respectively
to the right). For example: 3x 100=300, 8x 1,000 =8,000.
7. Practice mental multiplication.

E. Assessment/Evaluation
1. Parent volunteer(s) will use flashcards to check the students’ understanding of
the 10’s. Run through flashcards for the 10’s. If a student misses one, stop and
have him repeat it with the correct answer. Then go back three cards and begin
again. Proceed in this manner until the student is able to recite 80% or better of
all of the 10’s.

Lesson Four: Multiplying by 5’s
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
a. Master basic multiplication facts for the 5’s.

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 5

3. Skill Objective(s)
a. The students will learn basic strategies for the multiplication facts for the
5’s.
b. The students will be able to demonstrate proficiency on the facts for the
5’s.

B. Materials
1. Money - 20 nickels per students
2. Clocks - one large clock and one small clock per student
3. Overhead
4. Vis-à-vis pens
5. Appendix C - one transparency
6. Appendices D and E - one per student of each of these

C. Key Vocabulary
1. Even - a whole number that has 0, 2, 4, 6, or 8 in the one’s pla ce
2. Odd - a whole number that has 1, 3, 5, 7, 9 in the one’s place

D. Procedures/Activities
1. Discuss what the students have previously learned about counting by fives. Ask
the students to remember to include counting by fives in regard to time (5
minutes, 10 minutes, 15 minutes, etc.) and money (5 cents, 10 cents, 15 cents,
etc.). After a classroom discussion about prior knowledge of the fives, lead the
class in counting by fives to 100.
2. On the overhead write a pattern of evens and odds to demonstrate a good rule for
the fives. Five times an even number will end in zero. Five times an odd number
will end in 5 (Appendix C). For example: 5x2=10 and 5x3=15.
3. Practice the five facts with this pattern in mind. (Check to be sure children
understand the difference between even and odd numbers. Refer to vocabulary.)
Hand out a practice worksheet on the facts for the fives, from 5x0 through 5x10
(Appendix D). Instruct on the overhead while the class goes through this
worksheet together.
4. Next, introduce another helpful trick about the fives. Demonstrate on the
overhead by saying, “For example, for 2x5, here is Step one for another strategy:
write a zero after the other number (which is 2); so we have 20. Step two: then
divide that number (20) in half (whic h is 10).
5. Give similar examples, working with even numbers first (5x2, 5x4, 5x6, 5x8,
5x10, 5x12). Then give examples using odd numbers (5x1, 5x3, 5x5, 5x7, 5x9,
5x11).

E. Assessment/Evaluation
1. Then give the students a worksheet on the 5’s. (Appendix E) Collect and grade.

Lesson Five: Multiplying by 9’s
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
a. Master basic multiplication facts for the 9’s.

3. Skill Objective(s)
a. The students will learn basic strategies for the multiplication facts for the
9’s.

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 6

b. The students will be able to demonstrate proficiency on the facts for the
9’s.

B. Materials
1. Multiplication chart displayed in the room
2. Washable markers - one per student
3. Overhead
4. Vis-à-vis pens
5. Appendix F - one transparency
6. Appendix G - one copy per student

C. Key Vocabulary
None

D. Procedures/Activities
1. Let’s have some fun! First, divide the students into groups of three or four.
Instruct the students to use the large multiplication charts hanging around the
room to find all the patterns they can for the 9’s. After five minutes, ask the
students to return to their seats to share what they have found. Hopefully they
will have discovered these patterns:
a. Each individual product for the 9’s (up to 9x10) adds up to 9. For
example, the digits for 18 add up to 9.
b. In looking at the multiples of 9- 9, 18, 27, 36, 45, 54, 63, 72, 81, 90,
notice how the one’s column decreases by one digit and the ten’s column
increases by one digit.
2. Now that we have explored some different patterns of the 9’s we are going to
learn a handy trick (Appendix F). Demonstrate the trick by standing with your
back to the class with both hands raised and thumbs touching. Show the students
how to number their fingers with washable markers, beginning with 1 on the left
pinky and ending with 10 on the right pinky. Walk through the classroom to
check to see if this has been done correctly. Demonstrate a problem such as 3x9.
Bend down finger 3. Explain to the students that on the left of the bent finger is
the 10’ s and on the right is the one’s. So the answer is 27.
3. Put a list of multiplication problems for the 9’s on the overhead for the students
to try. They will have five minutes to practice.

E. Assessment/Evaluation
1. The students will complete a worksheet on the 9’s (Appendix G). Collect and
grade.

Lesson Six: Multiplying Like Numbers
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
b. Master basic multiplication facts for like numbers.

3. Skill Objective(s)
a. The students will be able to demonstrate proficiency for the facts
containing like numbers (0x0, 1x1, 2x2, 3x3, 4x4, 5x5, 6x6, 7x7, 8x8,
9x9, and 10x10).

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 7

B. Materials
1. Decks of square number cards - 13 sets (these are decks of cards containing only
facts of like numbers)
2. Appendices H and I - one per student of each of these
3. Beach balls, each one marked with a set of multiplication facts (0’s, 1’s, 2’s, 5’s,
9’s and 10’s)
4. Multiplication chart displayed in the classroom

C. Key Vocabulary
1. Square number - a product of two factors that are the same
2. Like numbers - two factors that are the same number (such as 2x2)

D. Procedures/Activities
1. Begin the lesson with a fun review activity. Toss prepared beach balls (each ball
is marked with a different set of multiplication facts) from student to student.
When a student catches the ball he needs to recite the multiplication fact and give
the answer to the problem where his right index finger lands. Then he tosses the
ball to a different student and so on.
2. Introduce multiplication of like numbers. Distribute a copy of the multiplication
chart to each student (Appendix H). Ask them to color in all the products of the
like numbers. In other words, the square numbers (0x0, 1x1, 2x2, etc.). Ask
them: “What is the pattern that emerges?” Talk about what a square number is,
a product of two factors that are the same. (The products of like numbers form a
diagonal line through the multiplication chart from the top left corner to the
bottom right corner.)
3. Divide the students into pairs. Instruct the students in the rules for playing
“Square War.” Explain that each player receives the same number of cards and
then places his cards face down in front of him. To begin the game, at the same
time, each player flips one card over. The player with the highest square number
or product gets to keep both cards. Play continues until both players flip over the
same square number. Then it is war. Each player turns over three more cards
and the top card determines who is the winner. Continue until cards or time runs
out. The player with the most cards wins.

E. Assessment/Evaluation
1. The students will complete a worksheet on like numbers (Appendix I). Collect
and grade.

Lesson Seven: Multiplying Numbers That Are One Apart
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
a. Master basic multiplication facts for numbers that are 1 apart.

3. Skill Objective(s)
a. The students will be able to demonstrate proficiency for numbers that are
one apart (2x3, 3x4, 4x5, 5x6, 6x7, 7x8, 8x9, 9x10).

B. Materials
1. Whiteboards and dry erase markers
2. Multiplication flashcards
3. Appendices J and K - one copy per student

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 8

C. Key Vocabulary
None

D. Procedures/Activities
1. Review the strategies for 0, 1, 2, 5, 10 and 9. Using whiteboards and dry erase
markers, do a review of multiplication facts. Hold up a flash card and call out
the fact. The students will write their answers on the white boards. Instruct
them to hide their answers against their chests until you say, “Show me.” Then
they will hold up their answers. Check these and move along quickly to the next
fact. Repeat the procedure with various facts.
2. Begin direct instruction time informing the children that you have a simple rule
to teach them for numbers that are only 1 apart (like 2&3). In a problem like
2x3, multiply the smaller digit by itself and then add the same digit to the
product. For example: 2x2+2 =6, 4+2=6. The problem 4x5 would look like
4x4+4=20, 16+4=20. For two facts there are other simpler devices: For 7x8=56,
think of it as 56=7x8 or 5, 6, 7, 8. For 3x4=12, think of it as 12=3x4 or 1, 2, 3, 4.
3. Play Multiplication Bingo for numbers that are one apart. Distribute bingo
worksheets to each student (Appendix J). Instruct the students to fill in his/her
chart with products from the choices at the bottom of the page. Take your stack
of multiplication cards and begin to call out one problem at a time. If the
students have an answer to the problem they will place a game marker on the
answer. The first one to cover all the answers in a straight line (vertically,
horizontally, or diagonally) shouts “BINGO” and wins the game. Check the
answers. Then you may start again or play to blackout when all the answers are
covered.

E. Assessment/Evaluation
1. Give the students a worksheet on the numbers that are one apart (Appendix K).
Collect and grade.

Lesson Eight: Multiplying Numbers that are Two Apart
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
a. Master basic multiplication facts for the numbers that are 2 apart.

3. Skill Objective(s)
a. The students will be able to demonstrate proficiency for the numbers that
are 2 apart (2x4, 3x5, 4x6, 5x7, 6x8, 7x9).

B. Materials
1. Appendix L - one per student
2. Whiteboards and dry erase markers
3. Paper and pencil

C. Key Vocabulary
None

D. Procedures/Activities
1. Begin the lesson with a 25-question review quiz over all previous lessons. Pass
out the quiz to each student (Appendix L). Upon completion check the quiz
together as a class. Allow the students to make corrections, reinforcing correct
answers.

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2. Review the previous day’s lesson (multiplication of numbers that are one apart)
using whiteboards and dry erase markers. Use the same “hide it, show me”
procedures as the review in the previous lesson. For example: For 2x3=6, the
students will write 6 and hide there answers until you ask them to show them.
Move quickly again to review as many facts as possible in five minutes.

3. Explain how to multiply numbers that are two apart, such as 2x4 or 3x5. First,
ask for the number between the two factors. For 2x4, that number would be
three. Second, multiply that number by itself, or 3x3=9. Finally, subtract 1 from
your answer: 9-1=8. So 2x4=8.

4. Practice, practice, practice using pencil and paper. Give lots of examples such as
3x5, 4x6, 5x7, 6x8 and 7x9.

E. Assessment/Evaluation
1. The students will have a worksheet on the numbers that are two apart (Appendix
M). Collect and grade.

Lesson Nine: Final Multiplication Facts
A. Daily Objectives

1. Concept Objective(s)
a. Understands and applies basic and/or advanced properties of number
sense in multiplication. (CS1)
b. Understands and applies basic and/or advanced properties of the concept
of computation in multiplication and mental multiplication. (CS6)

2. Lesson Content
a. Master basic multiplication facts: 3x6=18, 3x7=21, 3x8=24, 4x7=28,
4x8=32.

3. Skill Objective(s)
a. The students will be able to demonstrate proficiency for the five final
facts (3x6, 3x7, 3x8, 4x7, 4x8).

B. Materials
1. Appendix N - one per group (four)
2. Appendices O, P, Q - one per student
3. Pencils

C. Key Vocabulary
None

D. Procedures/Activities
1. Time to celebrate! Play a multiplication relay to review the facts for numbers
that are two apart and numbers that are one apart. Divide the class into four
equal teams. Hand out a game card to each team (Appendix N). The first person
on the team will work the first problem and then pass it to the second person who
will work the second problem and so on. When the team has completed the game
card, have them bring it up to be checked by the teacher. If there are any wrong
answers, they must figure which one(s) and make corrections. The first team to
complete the game card with 100% is the winner.
2. Celebrate! There are only five remaining facts to learn. For the three facts
involving 3 (3x6, 3x7, 3x8), practice skip counting by 3’s. 3, 6, 9, 12, 15, 18, 21,
24, 27, 30. 3x6=18, 3x7=21, 3x8=24. For the two facts involving 4 (4x7 and
4x8), show the children how to double the 2 times facts. 2x7=14, so
4x7=2x7+2x7=14+14 or 28. 2x8=16, so 4x8=2x8+2x8=16+16 or 32.
3. These problems need to be memorized, just like all the other facts. Pass out a
review drill sheet (Appendix O) and an answer sheet (Appendix P) to each
student. Pair the students to begin the oral drill. Each student will quiz the other.

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 10

The first student will recite each problem orally with the answers. If an answer is
wrong the second student will correct him, using the answer key if needed.
Then the first student needs to begin again three problems back. The goal is
100% correct recitation of the facts. Then the partners will switch places; so
each one has a chance to be quizzed and to quiz.
E. Assessment/Evaluation
1. The students will have a worksheet on 3x6, 3x7, 3x8, 4x7, 4x8 (Appendix Q).
Collect and grade.

Lesson Ten: Solving Word Problems Involving Multiplication
A. Daily Objectives

1. Concept Objective(s)
a. Develops an awareness of how to use multiplication in problem-solving
situations and communicate the reasoning used in solving these
problems. (CS6)

2. Lesson Content
a. Solve word problems involving multiplication.

3. Skill Objective(s)
a. The students will be able to use the multiplication facts they have learned
to create and solve word problems.

B. Materials
1. Chart paper
2. Markers
3. Appendix R - one per student
4. Pictures or comic strips that contain multiple groups.
5. Paper and pencil
6. Construction paper 18” x 24” - one per student

C. Key Vocabulary
None

D. Procedures/Activities
1. Now that the students have learned strategies for their multiplication facts, put
their new knowledge to work in creating and solving word problems.
2. Assign the students to create their own word problems involving multiplication
facts. First, model an example to them. For instance, you have four horses that
eat two bales of hay a day. How many bales do they eat over seven days?
(fourteen bales) Encourage the children to be as creative as possible. Show them
fun pictures or funny cartoons that contain multiple groups.
3. Divide the students into groups of three or four. In the groups have them
brainstorm ideas for their story situations that would involve multiplication.
Have one student in each group record these ideas on chart paper. A second
student from each group can share about these ideas with the whole class.
4. Then each student needs to choose one of the ideas and write a short story
problem based on a multiplication fact(s). Have them illustrate this problem in
comic strip form (Appendix R).
5. Give the students time to be creative and thorough. This could involve a rough
draft and final copy. Be sure to share the rubric criteria with the students.
6. Let the students have plenty of time for sharing.

E. Assessment/Evaluation
1. Rubric for evaluation of their multiplication comic strip (Appendix S). Collect
and rubric.

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 11

VI. HANDOUTS/WORKSHEETS
A. Appendix A: Sets
B. Appendix B: Quiz over 0’s, 1’s, & 2’s
C. Appendix C: A Rule for the Fives
D. Appendix D: Practice Worksheet for the Fives
E. Appendix E: Multiplication of the 5’s
F. Appendix F: A Handy Trick for the 9’s
G. Appendix G: Multiplication of the 9’s
H. Appendix H: Multiplication Chart for Like Numbers
I. Appendix I: Multiplication of Like Numbers
J. Appendix J: Multiplication Bingo for Numbers that are One Apart
K. Appendix K: Multiplication if Numbers that are One Apart
L. Appendix L: Review Quiz
M. Appendix M: Multiplication of Numbers that are Two Apart
N. Appendix N: Multiplication Relay for Numbers that are One Apart and Two Apart
O. Appendix O: Review Drill Sheet
P. Appendix P: Review Drill Answer Sheet
Q. Appendix Q: Multiplication of Five Final Facts
R. Appendix R: Multiple Group Comic Strip
S. Appendix S: Rubric for Multiplication Comic Strip

VII. BIBLIOGRAPHY
A. Crawford, Donald B. Mastering Math Facts In Your 1-8 Classroom. Eau Claire, WI:
Otter Creek Institute, 2001.
B. Goldish, Meish. Making Multiplication Easy. New York City, NY: Scholastic Inc.
1991. ISBN 0-590-49140-7
C. McGrath, Barbara B. More M&M’s Math. Watertown, MA: Charlesbridge Publishing,
1998. IBSN 0-88106-994-9
D. Miller, M., & Lee, M. The Mega-Fun Multiplication Facts Activity Book. New York
City, NY: Scholastic Inc., 1997. ISBN 0-590-37350-1
E. Pallotta, Jerry. The Hershey’s Milk Chocolate Multiplication Book. New York City, NY:
Scholastic Inc., 2002. IBSN 0-439-25412-4
F. Wickelgren, W.A. & Wickelgren, I. Math Coach. New York City, NY: Berkley Books,
2001. IBSN 0-425-17983-4

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 12

Appendix A
Sets

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 13

Appendix B
Quiz over 0’s, 1’s & 2’s
Name ______________________

1. 1 2. 2 3. 1 4. 5 5. 8 6. 4
x2 x0 x1 x0 x1 x2

7. 7 8. 9 9. 3 10. 6 11. 2 12. 0

x2 x0 x1 x2 x1 x0

13. 5 14. 9 15. 8 16. 4 17. 3 18. 6
x2 x1 x2 x0 x2 x1

19. 10 20. 10 Total Correct_____
x0 x2 Total Problems____

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 14

Appendix C

Adapted from Making Multiplication Easy by Meish Goldish

A Rule for the Fives

A good rule for the fives is: Five times an odd number will end
in five; five times an even number will end in zero. On the
overhead we will demonstrate how separating the odds from the
evens works.

The odds pattern:

13579
x5 x5 x5 x5 x5

5 15 25 35 45

The evens pattern:

02468
x5 x5 x5 x5 x5

0 10 20 30 40

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 15

Appendix D
Practice Worksheet for the Fives

Starting with heart 5, write
the numbers of the x5 family in order.

5

Fill in the table with the correct products.

X 1 2 3 4 5 6 7 8 9 10
5

Draw a circle around the eight numbers that are NOT members of the x5 family.

8 25

44 23 10 35 24
20 12 31
30 40
5 45 6 15
17

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 16

Appendix E
Multiplication of the 5’s

Name ______________________

1. 1 2. 2 3. 9 4. 5 5. 8 6. 4
x5 x5 x5 x5 x5 x5

7. 7 8. 9 9. 3 10. 6 11. 2 12. 0

x5 x5 x5 x5 x5 x5

13. 5 14. 9 15. 8 16. 4 17. 3 18. 6

x 5 x 5 x5 x5 x5 x5

19. 5 x 2=___ 20. 5 x 6=___ 21. 5 x 10=___
22. 5 x 8=___ 23. 5 x 4=___ 24. 5 x 9=___

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 17

Appendix F
A Handy Trick for the 9’s

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 18

Appendix G
Multiplication of the 9’s

Name ______________________

1. 1 2. 2 3. 9 4. 5 5. 8 6. 4
x9 x9 x9 x9 x9 x9

7. 7 8. 9 9. 3 10. 6 11. 2 12. 0

x9 x9 x9 x9 x9 x9

13. 5 14. 9 15. 8 16. 4 17. 3 18. 6

x 9 x 9 x9 x9 x9 x9

19. 9 x 2=___ 20. 9 x 6=___ 21. 9 x 10=___
22. 9 x 8=___ 23. 9 x 4=___ 24. 9 x 9=___

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 19

Appendix H

Multiplication Chart for Like Numbers

X 0 1 2 3 4 5 6 7 8 9 10
0
1
2
3
4
5
6 36
7
8
9

10

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 20

Appendix I
Multiplication of Like Numbers

Name ______________________

1. 1 2. 2 3. 9 4. 5 5. 8 6. 4
x1 x2 x9 x5 x8 x4

7. 7 8. 9 9. 3 10. 6 11. 2 12. 0

x7 x9 x3 x6 x2 x0

13. 5 14. 9 15. 8 16. 4 17. 3 18. 6

x 5 x 9 x8 x4 x3 x6

19. 2 x 2=___ 20. 6 x 6=___ 21. 10 x 10=___
22. 8 x 8=___ 23. 4 x 4=___ 24. 9 x 9=___

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 21

Appendix J
Multiplication Bingo for Numbers that are One Apart

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 22

Appendix K
Multiplication of Numbers that are One Apart

Name ______________________

1. 2 2. 4 3. 6 4. 6 5. 8 6. 4
x3 x5 x5 x7 x9 x5

7. 7 8. 9 9. 3 10. 6 11. 6 12. 9

x8 x8 x4 x 5 x 7 x 10

13. 5 14. 9 15. 8 16. 4 17. 3 18. 6

x 4 x 8 x7 x5 x2 x5

19. 3 x 2=___ 20. 5 x 6=___ 21. 9 x 10=___
22. 7 x 8=___ 23. 5 x 4=___ 24. 8 x 9=___

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 23

Appendix L
Review Quiz

Name ______________________

1. 1 2. 6 3. 9 4. 5 5. 8 6. 4
x5 x2 x5 x5 x7 x5

7. 7 8. 9 9. 3 10. 6 11. 2 12. 0

x7 x2 x4 x10 x 5 x0

13. 6 14. 9 15. 8 16. 4 17. 3 18. 6
x5 x8 x9 x9 x2 x7

19. 5 x 2=___ 20. 5 x 6=___ 21. 6 x 10=___

22. 7 x 8=___ 23. 9 x 9=___ 24. 8 x 10=___
25. 8 x 8=
Total Correct_____
Total Problems ______

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 24

Appendix M
Multiplication of Numbers that are Two Apart

Name ______________________

1. 3 2. 2 3. 7 4. 5 5. 8 6. 4
x5 x4 x5 x3 x6 x6

7. 7 8. 9 9. 3 10. 6 11. 4 12. 3

x9 x7 x5 x4 x2 x5

13. 5 14. 7 15. 6 16. 4 17. 3 18. 6
x7 x9 x8 x2 x5 x4

19. 5 x 7=___ 20. 5 x 3=___ 21. 8 x 6=___
22. 6 x 8=___ 23. 6 x 4=___ 24. 7 x 9=___

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 25

Appendix N

Multiplication Relay for Numbers that are One Apart and
Two Apart

1. 3 2. 8 3. 1 4. 3 5. 7 6. 8
x4 x7 x0 x2 x3 x4

7. 5 8. 6 9. 1 10. 9 11. 6 12. 10

x4 x7 x2 x8 x5 x 9

13. 6 14. 7 15. 8 16. 4 17. 7 18. 7
x3 x4 x3 x5 x8 x6

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 26

Appendix O
Review Drill Sheet

1. 3 2. 6 3. 3 4. 4 5. 8 6. 4
x7 x3 x8 x7 x4 x8

7. 7 8. 3 9. 3 10. 4 11. 3 12. 7

x4 x6 x7 x8 x8 x3

13. 6 14. 4 15. 8 16. 4 17. 3 18. 3
x3 x8 x3 x7 x7 x6

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 27

Appendix P
Review Drill Answer Sheet

1. 3 2. 6 3. 3 4. 4 5. 8 6. 4
x7 x3 x8 x7 x4 x8
21 18 24 28 32 32

7. 7 8. 3 9. 3 10. 4 11. 3 12. 7
x4 x6 x7 x8 x8 x3
28 18 21 32 24 21

13. 6 14. 4 15. 8 16. 4 17. 3 18. 3
x3 x8 x3 x7 x7 x6
18 32 24 28 21 18

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 28

Appendix Q
Multiplication of Five Final Facts

Name_____________________

1. 3 2. 6 3. 3 4. 4 5. 8 6. 4
x7 x3 x8 x7 x4 x8

7. 7 8. 3 9. 3 10. 4 11. 3 12. 7

x4 x6 x7 x8 x8 x3

13. 6 14. 4 15. 8 16. 4 17. 3 18. 3
x3 x8 x3 x7 x7 x6

19. 4 x 7=___ 20. 8 x 3=___ 21. 4 x 8=___
22. 3 x 6=___ 23. 7 x 3=___ 24. 3 x 8=___

Third Grade, M & M: Multiplication Madness 2002 Colorado Summer Writing Institute 29