7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”
⏰Time
20- 30 Minutes
📲Technology Required
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
📃Summary
The two videos here combine math and social studies, because, clearly, the Maya understood math. The concept of distributions is introduced in the context of trading, explaining why some objects are more valuable. Students play AzTech: Meet the Maya, which teaches measures of central tendency. The lesson concludes with a question and another video on distributions.
📚Lesson Plan
1. Watch video – Mayan Trading (1:57)
The Mayan trading video is based on an idea from one of my favorite history teachers, who says that history is more than just names and dates but also how people lived, what they used, what they did. It also has a bar chart of the relative value of objects. It explains that the Maya traded less common items for more common ones and that items that were more difficult to obtain were more valuable.
José tried to trade a banana for a quetzal feather and a villager threw a spear at him. Why would the villager do that? Explain using math. Extra points if you can discuss distributions in your explanation.
4. Video giving the answer to the word problem on distributions (5:15)
This five-minute video introduces distributions and variability and gives an example of computing a weighted mean from a frequency distribution.
You can view your students’ progress on mastering these standards by viewing your teacher reports. The link to the teacher dashboard for AzTech: Meet the Maya student reports can be found on this page. You should have received a password during the Growing Math training.
State Standards
Minnesota State Standard 6.4.1.1 – Determine the sample space (set of possible outcomes) for a given experiment and determine which members of the sample space are related to certain events. Sample space may be determined by the use of tree diagrams, tables or pictorial representations.
10 Minutes These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.
📲Technology Required
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
📃Summary
Ojibwe History Integrated with Math + History = Making Camp
That’s Making Camp in a nutshell, um, equation. If your students are like most people, you’re having a hard time getting them to focus. That’s why we’ve created short lessons for you. Each of these only takes about 10 minutes, teaches Ojibwe (Native American) history , multiplication or division. You can do these at the beginning or end of class as a warm-up, as an assignment for those students who finish early.
As the game introduction says …. let’s get started on Making Camp.
📚Lesson Plan
1. Download or follow the link to get started on Making Camp!
The game can be downloaded for any Apple or Android phone or tablet. It can also be played online. The links you need will be in the game pages for your device. You will have received the password to access this page in the training you attended. To access the games for your device, click the appropriate link below. These pages are password protected, but the password you received will work on all three pages.
If you have forgotten your password, email growingmath@7generationgames.com, let us know the name of your school and mention in the email you forgot your password.
2. Students will need a username and password
We strongly recommend you assign the username and password rather than having students assign their own.
Watch the two introductory videos that explain about the Ojibwe migration and how to play the game. This will bring you to the choice screen.
Click on the NUMBERS option which will bring up the screen below.
MATCHING MULTIPLICATION
Click on the top left box (with cards) to play a memory game, matching multiplication problems with their answers.
The Multiplication Dog
This lesson opens with a paragraph explaining that some tribes used dogs to haul heavy loads, using a type of sled called a travois. The player then has the opportunity to earn a dog and items for their dog by answering multiplication problems.
Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
Minnesota Math Standard 4.1.1.1 – Demonstrate fluency with multiplication and division facts.
The lesson above has a companion lesson for English Learners. Making Camp – 10 minute history (Bilingual English & Spanish) is the same lesson from above but provides the resources in English and Spanish, featuring Making Camp Bilingual.
Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”
⏰Time
10 Minutes
These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.
📲Technology Required
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
📃Summary
Today we are focused on the Ojibwe history part of Making Camp. As one of our very favorite middle school history teachers said,
History is more than names and dates. It’s how people lived, the things they used.
– Jose Gonzalez, Social Studies Teacher, Gompers Middle School, Los Angeles
Students will watch two brief videos, one on building a wigwam and one on trading between tribes. They then trade in the points they have earned for items for their wigwam. Clicking on each item gives information on how that item was used by the Ojibwe. If you did the previous ten-minute lesson, your students already have points. If not, they’ll need to earn some by playing Making Camp mini-games (just click on anyone of the choices on the main screen).
📚Lesson Plan
1. Click on the wigwam icon to watch two videos
If you have been following along in order, the player now has enough points to get a wigwam and at least two items to supply their wigwam.
NOTE: If the player does not have at least 1 point to trade, the wigwam video will not play and instead, he/she will be told that at least one point is needed to trade for a wigwam.
If the player does not have at least 3 points to trade (1 for the wigwam, plus two more) after the wigwam building video, h/she will be told that at least two points are needed for trading.
The first time a player clicks on the wigwam icon the on the bottom left of the screen it will play a video on how a wigwam was built. This will be followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came. The player then has an option to trade points for items for the wigwam.
2. Click on the inside of the wigwam image in the bottom right corner to bring the player to the wigwam where items purchased can be moved to decorate or interact.
Clicking on an item will bring up a text box with information on how that item was used or obtained by the Ojibwe people.
Some items also perform actions when clicked. For example, the parfleche opens to show pemmican inside, the dog walks across the wigwam.
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
📃 Summary
Students learn about what foods the Ojibwe people ate and how their diet changed when they were forced on to the reservation. They play a multiplication tic-tac-toe to snare rabbits and spend the points earned in the game to outfit their wigwam.
📚 Lesson
1. Watch a one-minute video on rabbit stew
Narrated by Deb Gourneau, of Turtle Mountain, this video explains the importance of rabbit stew in helping people survive when food was scarce.
2. Play Rabbit Tic-Tac-Toe in Making Camp Premium
Remember, clicking on the link with the boxes in the bottom left corner will always take you to the choices page.
Click on the box with the rabbit to play a tic-tac-toe game in Making Camp. Each correct multiplication problem snares a rabbit. Incorrect problems leave an empty snare.
When you win this game, there will be an arrow to go back to the numbers page.
3. Play a Matching Game to earn more points
Click on the box with the buffalo to match multiplication problems with their answers.
4. Learn what else was part of the Ojibwe diet
Now that you have 4 more points, go back to the wigwam and if you have not already traded for these, select the fish, deer hide or parfleche to see what else the Ojibwe would eat. Click on each of these items in your wigwam to learn more about it.
Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
Minnesota Math Standard 4.1.1.1 – Demonstrate fluency with multiplication and division facts.
Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.
CCSS.MATH.CONTENT.4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
⏰ Time
40-45 minutes
📲 Technology Required
Making Camp Premium plays in any browser, so, of course, on Chromebooks. It can also be downloaded on phones or tablets and played offline by students who have limited Internet access. Schools that are part of the Growing Math project or who have a 7 Generation Games site license have access to the game for students to use at home or school.
📃 Summary
This is a fun lesson where students practice division, combined with Ojibwe history and then complete a creative writing assignment.
📚 Lesson Plan
1. Game Play with Making Camp
Open Making Camp. Go to the main choices screen by clicking on the small green icon with boxes at the lower left of the screen.
Click NUMBERS.
Click the box with the numbers to practice division.
Click the numbers box for division practice.Each correct quotient earns a fridge magnet to decorate the fridge!
Students should play until they earn at least 15 points.
2. Spend the points earned and learn about Ojibwe history
One of the best teachers we know said, “History is more than names and dates. It’s how people lived. It’s the things they used.” When trading for a wigwam, students will watch videos on how to build a wigwam and on trading. They’ll learn that tribes traded with one another for hundreds of years.
3. Short story writing prompt
So how did we get from a refrigerator to a wigwam? You can use this Google slides presentation to tie in Native American history with Sam’s life in the twenty-first century. This presentation can also be added to your Google classroom as an assignment for students. Here is the introduction for Sam and his account:
This is Sam. He’s also Ojibwe but he’s not from a long time ago. He’s 16 years old. He lives on a reservation in the northern United States. You’ve probably heard of it. He doesn’t live in a wigwam. He lives in a white house with a grey roof. That’s the refrigerator in his house. The magnets have been there ever since he was in second grade.
Read the passage about Sam.
4. Writing assignment
Read about Sam and write a story about him. What do you think happened to him in second grade? Why does everyone except for his cousin, Angie, think he’s not smart? Do you think he and Angie can really walk to Maine?
Assessment
Math problems in Making Camp Premium are scored automatically. You can see how many students attempted and the number correct in the data reports. All Growing Math teachers and all schools with 7 Generation Game licenses receive access to these reports. Writing assignments can be assessed according to the teacher’s own rubric.
State Standards
Minnesota Math Standard 4.1.1.6 – Use strategies and algorithms based on knowledge of place value, equality and properties of operations to divide multi-digit whole numbers by one- or two-digit numbers. Strategies may include mental strategies, partial quotients, the commutative, associative, and distributive properties and repeated subtraction.
Minnesota Math Standard 5.1.1.1 – Divide multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms. Recognize that quotients can be represented in a variety of ways, including a whole number with a remainder, a fraction or mixed number, or a decimal.
CCSS.MATH.CONTENT.4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.
CCSS.MATH.CONTENT.4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operation … Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
⏰ Time
This lesson takes 40 minutes to an hour, depending on how long you allot your students to complete each of the 4 problem sets and whether you have students play the game.
📲 Technology Required
Computer with a projector, Smartboard or other device for your class to watch videos or videos can be shared in Google meet or other application for remote learning. Spirit Lake: The Game can be downloaded and played on Windows or Mac computers. An iPad version will be available by Fall 2021. Schools that are part of the Growing Math project or who have a 7 Generation Games site license will have access to all of these games for students to use at home or school.
Optional Recommended Resource
Use resources like the Helping Math Multiplication Worksheet Generator to make your own worksheet. Their worksheets look very much like this one on multiplication of two-digit numbers with Easter egg examples, except with many more activities in each worksheet. Note that the link will require you to register for a free download. Registration takes about 1 minute. You’ll then receive a link to download over 100 free worksheets on math topics from addition to rational numbers. Another resource we like is the Lizard Point math worksheet generator. Both will print the worksheets as well as the answer key. Note that sites using PRINT TO Google Drive may have that feature disabled after December, 2020. However, you can still from the PRINT menu select SAVE AS PDF, download a file as PDF and then upload it to your Google Drive. The Growing Math project has no affiliation with Helping Math or Lizard Point.
📃 Summary
You’ll need 20 math problems multiplying two-digit numbers. You can use math problems you already have or use one of the online worksheet generators. Based on research showing the effectiveness of distributed practice – that is, practicing a skill for more, shorter periods rather than one long session – we have students solve a few problems at a time, with videos in between. The lesson begins with a brief explanation of multiplying two digit numbers, followed by students solving 3-5 problems multiplying two-digit numbers. Students then watch a 3-minute video that works an example of multiplying a three-digit number by a two-digit number. They then solve 3-5 more problems, followed by another video, then more problems. We recommend giving a time frame – say, 7-10 minutes – to solve the problems rather than set number of problems because this allows you to begin and end each section of the lesson with all of the students at once.
📚 Lesson Plan
1. Introduction to Multiplying Two-digit Numbers
Begin with an example from Helping with Math, that gives an explanation of multiplication and a variety of types of problems. Then, have the students try to solve 3 to 5 problems. You can use those included in the Google slides linked or create your own.
2. Video : Multiplication and Estimation
Estimation is one of the most practical math skills!
There are a lot of math concepts that I use regularly when writing software or computing statistics in my day job. The one skill I use all the time is estimation. (I can tell you that the ability to accurately estimate an answer is not universal.)
Example 1: Long multiplication using “math reality checks.”
In the problem in the video above, we start out by multiplying 892 x 11, using the fact that any number multiplied by 10 is just that number with an added zero. To test our answer, we round 892 to 900 and can estimate that our answer should be near to – and less than – 9,900.
Let’s say you type the wrong number in your phone, hitting the 6 instead of the 9, since these two are pretty close and you have big fingers. Now your answer is 7,612. If you have a good grasp of estimation and multiplication, that is clearly wrong. If you’re computing how much money you need to charge a customer based on the 892 hours you expect to work at $11.00 per hour, you have just lost out on over $2,000!
3. More multiplication problems
Now that you have had a little practice and a little instruction, students solve another 3-5 problems.
4. Video : Multiplication and Estimation
This video works through a problem multiplying a 3 -digit number by a two-digit number . It also gives a strategy for solving difficult problems. That is, break the problem into smaller, easier problems.
Video 2: Use addition to solve a multiplication problem.
Here, because the last digit of one number is 7 and of the other number is 2, you know that 7 x 2 = 14. So, whatever else your answer is, it has to end in a 4.
5. Follow up to the video
As a math teacher, I heard approximately 4,897,234 times from students:
WHY do I have to do so many problems of the same type?
– Almost every student I ever taught math
Explain to students that all of those facts learned, like 2 x 7 =1 4 are the basis for the commutative property of multiplication, reducing numbers to lowest terms, or solving equations by multiplying or dividing both sides by a constant, and more. You need a BASE to work from, problems that can be examples.
The fact is that the more experience you have with numbers, the more problems you solve. The more problems solved, the easier it gets.
6. Finish off by a few more math problems
Now that you’ve watched another video, it’s time for the last set of math problems.
7. Optional – Game Play
Students can Spirit Lake: The Game . Multiplying two- and three-digit numbers comes up in Level 4. We recommend allowing students to play for 15-30 minutes each session. This gives them enough time to get started but not enough time to get bored.
Assessment
Answers to the 12 -20 math problems completed by the student provide one assessment. A second assessment is in the reports for the Spirit Lake game, which show whether students answered correctly the problems in Level 4, whether they read the hint before answering the problem, and whether they were correct on the first try or had to attempt the problem more than once.
State Standards
Minnesota Math Standard 4.1.1.3 – Multiply multi-digit numbers, using efficient and generalizable procedures, based on knowledge of place value, including standard algorithms.
Minnesota Math Standard 5.1.1.4 – Solve real-world and mathematical problems requiring addition, subtraction, multiplication and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results.
45 – 50 minutes depending on the time you allot to students for measuring objects and for playing the game.
📲 Technology Required
Making Camp Premium plays in any browser, so, of course, on Chromebooks. It can also be downloaded on phones or tablets and played offline by students who have limited Internet access. The teacher will need a computer, for showing to students learning from home, and a projector if showing videos in the classroom. If the classroom does not have access to a projector, the videos can be skipped. A phone or tablet with a measuring app is optional. If unavailable, students can use a ruler or tape measure instead. NOTE: The measure app comes on iPhone/ iPad by default but for an Android device you’ll need to install some type of measuring app.
Note: This is the first of three lessons using these apps, so once you have them installed, you will be set for the next two.
Measure: For iPhones or iPads
Measure app
If using an iPhone, the Measure app should already be installed. On iPads, it may not be. Before starting this lesson, we recommend you check and, if not, parents or teachers can download the app for free here.
For Android Devices
Ruler app
Android devices do not come with a measure app. I tried several free AR measurement apps and all were difficult to use. I can’t honestly recommend any. Not an augmented reality app, but students can use the Ruler app by NixGame. It is simply a ruler on a phone and you can only use it to measure items the length of the phone/ tablet. We tried a lot of ruler and measure apps on Google Play and this is the one we recommend as the easiest for elementary school students to use and with the least annoying ads.
📃 Summary
Finding the perimeter activities can be fun in school or out. This is an activity recommended for children learning at home, so the instructions below target what you would send to parents, but this activity can be easily adapted for in-school use as well. Best of all, it combines math with P.E. ! Students watch a video, find the length and width of 10 objects and compute the perimeter. After the hands-on activity, students watch another video to reinforce the concept and then play the Making Camp Premium game to practice their multiplication and division.
Materials needed:
A piece of paper
A pen or pencil
A phone or tablet – if not available, a measuring device like a ruler, measuring tape or yardstick can be used instead.
Making Camp Premium (available online and for download on iOS and Android devices)
📚 Lesson Plan
Step 1: Watch the perimeter video
How to find the perimeter of polygons – 2:21
As you might guess from the title, this video explains how to find the perimeter of an object and how to determine if a shape is a polygon.
Step 2. Make a table like in the example below
OBJECT
Length
Width
Top of a box
Seat of a chair
You can have a Google Doc you share with students with the table in the instructions. However, we recommend that students create their own table with a piece of paper because they are going to be wandering around the house or classroom and it is much easier to carry a piece of paper with you than a laptop.
For this exercise, every object should be a rectangle. Be prepared for the question,
“Is a square a rectangle?”
– every third-grader , ever
Yes. Yes it is. If you want to get technical about it, a rectangle is a quadrilateral with four 90 degree angles. Or you could just say yes, a rectangle is a shape with four sides that are not slanted and a square definitely has four sides and is not slanted.
This is where the physical education comes in. Tell the student he or she has 10 minutes to complete the table with 10 items. An item can be as small as a box of candy or as big as the floor of a room. For each rectangle, write down the name of the object, the length and the width. Just put the whole number. If it says 18 1/4 or 18 1/2 just put 18. You may be tempted to tell the student to just round it but remember, he or she may not have learned fractions yet. That’s a lesson for another day.
If you don’t happen to have a ruler, yardstick or tape measure, your phone may already have a Measure app. This comes by default with an iPhone and if you don’t see it right away look in the Utilities folder. Most kids this age take any opportunity they can get to get hold of a parent’s phone. In school, you can use iPads or go old-timer and use a ruler.
To use it, point at a surface and click to select a point. Then, move the phone until you are at the end of what you want to measure.
Depending on how much exercise you want your child to get, the size of your house and how much peace you need (I won’t judge you), you may want to add a few rules like:
None of the objects can come from the room you are currently in.
They need to find rectangles in at least 3 different rooms
They need to find at least one rectangle in the backyard/ garage/ basement.
Once you have shown your child how to use the measure app and they have the table and a pencil, set the alarm on your phone and tell them to go. The alarm will go off when the 10 minutes are up.
Check their number of rectangles and if they are a few short give an extra 2- 5 minutes to find the rest.
Don’t have an iPhone or iPad?
The Ruler app can be downloaded free from Google Play and used to measure small objects. It only works to the size of your device but it is still easy to use and fun. There are apps in Google Play similar to the iPhone Measure app but these are not available on all Android phones.
Step 4 Watch another video on perimeter
Why? Because experience shows that students often don’t remember something if they only heard it once.
Step 5: Compute the perimeter for each object you have measured
OBJECT
Length
Width
Top of a box
8
4
Seat of a chai r
18
12
Your student does this, not you. You’ve already completed elementary school.
Tell students that these videos came from Making Camp Premium and now that they have finished the rest of the assignment they have 10 minutes to play.
Assessment
This lesson includes three types of assessment, the table of measurement, the perimeter computations from those measures and the automated data collection and scoring from the Making Camp Premium reports.
Minnesota Math Standard 2.3.1.1 – Describe, compare, and classify two- and three-dimensional figures according to number and shape of faces, and the number of sides, edges and vertices (corners).
Minnesota Math Standard 3.3.2.2 – Find the perimeter of a polygon by adding the lengths of the sides.
CCSS.MATH.CONTENT.3.OA.A.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
CCSS.MATH.CONTENT.3.OA.A.3– Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
CCSS.MATH.CONTENT.3.OA.A.4-Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
⏰ Time
Each lesson will require 20-30 minutes. With the four lesson plans, total time is approximately 1 1/4 to 2 hours spread over one to two weeks.
📲 Technology Required
Making Camp Premium plays in any browser, so, of course, on Chromebooks. It can also be downloaded on phones or tablets and played offline by students who have limited Internet access. The teacher will need a computer, for showing to students learning from home, and a projector if showing videos in the classroom. If the classroom does not have access to a projector, the videos can be skipped. Spirit Lake: The Game can be downloaded and played on Windows or Mac computers. Schools that are part of the Growing Math project or who have a 7 Generation Games site license will have access to all of these games for students to use at home or school.
📃 Summary
Our single-digit multiplication series is for Grade 3, although some teachers find themselves doing this in grade 4. The lesson plans with PDF links for printing and Google slide presentations are provided below. We assume you have already completed multiplication tables for 0 through 5 and for the 10s table. While it may be tempting to do all lessons in one week, we have found it works better to spread this over a two-to three-week unit.
Students use visual drawings, manipulatives, and a number line to learn multiplication of one-digit numbers, coupled with their verbal explanations.
Students will create number sentences independently and with a partner.
Learning and memorizing multiplication patterns will improve later understanding of division.
Determine the unknown whole number in a multiplication equation relating three whole numbers.
Optional Brain Power activities have students write their own word problems.
Students play games that reinforce memory and apply multiplication in word problems.
📚 Lesson Plans
Learning from home / hybrid learning tip
Several lessons include an activity, “Work with a partner. Take turns creating your own number sentences and solving them.” This can be modified in three ways:
In a hybrid class, where students come in half of the days, have students leave the number sentences to be solved by the other half the following day. Of course, students can also do the activity with other students in their class that day.
If students are learning from home using Zoom or Google Meet, they can post their number sentences in the chat for other students to solve.
Students at home can include their number sentences in homework they return either in packets or electronically and receive number sentences submitted by other students returned in the same format (homework packets, email, etc.)
If students have unreliable Internet access, the Spirit Lake Demo can be downloaded on Mac or Windows computers and played off line. Installers are available for Windows and macOS.
Tell students that this week they are going to learn how to multiply numbers from 6 to 9. Now that they know most of their multiplication tables from 0-5, they are ready to play Making Camp at the end of the lesson. Start with this Google slides presentation that introduces multiplication and arrays. Feel free to modify the slides to provide more explanation as needed by your students.
Teaching students at home and need to print out the slides?Click here for a PDF.
End the lesson by playing Making Camp Premium or Spirit Lake for 15-30 minutes.
Lesson 7 – Multiplying by 7
Depending on your students’ progress and interest, you may want to hold off on this lesson for another day or jump right into it after the six tables. Personally, I find it works much better if these lessons are spread out across at least one day each. Today’s lesson starts with a Google Slides presentation that practices multiplying by 7.
Teaching students at home and need to print out the slides?Click here for a PDF.
End the lesson by playing Making Camp Premium or Spirit Lake for 15-30 minutes.
Lesson 8 – Multiplying by 8
Almost there! For a little variety, start the lesson with a game, either Making Camp Premium or Spirit Lake. After playing the games, for even more variety, this Google slides presentation shows students how to insert images in Google doc or slides files so they can create their own illustration of concept like 8 x 6 = 48 .
Teaching students at home and need to print out the slides?Click here for a PDF.
After the presentation, students should play Making Camp for 15-30 minutes. If you would like stickers, pencils or other incentives to give your students to congratulate them for learning their multiplication tables to 100, just email support@7generationgames.com and we’ll be happy to send you a teacher gift pack.
End the lesson by playing Making Camp Premium or Spirit Lake for 15-30 minutes.
Teaching students at home and need to print out the slides?Click here for a PDF.
Assessment
Each lesson includes multiple assessment:
Students complete the multiplication tables – these can be shown with a projector (in class), on a screen, if teaching remotely, and on paper for students learning at home.
Students write their own number sentences using the multiplication learned each lesson.
Students complete the problems written by their classmates.
Optionally, students write word problems.
Optionally, student complete word problems written by their classmates.
Making Camp Premium and Spirit Lake both have teacher reports showing the number of multiplication problems attempted and answered correctly.
State Standards
Minnesota State Standard 3.1.2.3 – Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division.
Minnesota State Standard 3.1.2.4 – Solve real-world and mathematical problems involving multiplication and division, including both “how many in each group” and “how many groups” division problems.
Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
CCSS.MATH.CONTENT.3.OA.A.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
CCSS.MATH.CONTENT.3.OA.A.3– Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
CCSS.MATH.CONTENT.3.OA.A.4– Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
CCSS.MATH.CONTENT.3.OA.C.7– Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
⏰ Time
Each lesson will require 20-30 minutes. With the five lesson plans, total time is approximately 2 to 2 1/2 hours spread over one to two weeks.
📲 Technology Required
Making Camp Premium plays in any browser, so, of course, on Chromebooks. It can also be downloaded on phones or tablets and played offline by students who have limited Internet access. The teacher will need a computer, for showing to students learning from home, and a projector if showing videos in the classroom. If the classroom does not have access to a projector, the videos can be skipped.
📃 Summary
Our single-digit multiplication series is for Grade 3. The lesson plans with PDF links for printing and Google slide presentations are provided below. If you need to go back to basics, visit ‘Multiplication as Repeated Addition.’ While it may be tempting to do all lessons in one week, we have found it works better to spread this over a two-to three-week unit.
Students use visual drawings, manipulatives, and a number line to learn multiplication of one-digit numbers, coupled with their verbal explanations.
Students will create number sentences independently and with a partner.
Learning and memorizing multiplication patterns will improve later understanding of division.
Determine the unknown whole number in a multiplication equation relating three whole numbers.
Optional Brain Power activities have students write their own word problems.
Students play games that reinforce memory and apply multiplication in word problems.
📚 Lesson Plans
Learning from home / hybrid learning tip
Several lessons include an activity, “Work with a partner. Take turns creating your own number sentences and solving them.” This can be modified in three ways:
In a hybrid class, where students come in half of the days, have students leave the number sentences to be solved by the other half the following day. Of course, students can also do the activity with other students in their class that day.
If students are learning from home using Zoom or Google Meet, they can post their number sentences in the chat for other students to solve.
Students at home can include their number sentences in homework they return either in packets or electronically and receive number sentences submitted by other students returned in the same format (homework packets, email, etc.)
Lesson 1 – Multiplying by 0 or 1
Tell students that this week they are going to learn how to multiply numbers from 0 to 5. On Friday, they will be able to play games that use multiplication. They can watch the video below to see what’s coming up. It is deliberately a quick view to get students curious and motivated to get to the games coming up.
Teaching students at home and need to print out the slides?Click here for a PDF.
Lesson 2 – Multiplying by 2
Depending on your students’ progress and interest, you may want to hold off on this lesson for another day or jump right into it after lesson 1. Students learn the meaning of a number times two, or two times a number, both as regards to equal-size groups and number line jumps. Today’s lesson starts with a Google Slides presentation that shows how multiplication of 2 works. This is begun by talking about skip counting.
Teaching students at home and need to print out the slides?Click here for a PDF.
Lesson 3 – Multiplying by 3
Tell students that two more lessons and then, let the games begin! Here is another 30-second video to spark their interest.
It’s time for learning multiplication by 3s. After watching the video, here is another Google slides presentation. While each of these is somewhat similar, we find that can be attractive to students in that they feel it’s not too challenging, they are getting this multiplication idea. We do not recommend doing more than one of these lessons per day when students are first learning their multiplication tables. Practice 3 tables and then go on to another topic for the rest of the day.
Teaching students at home and need to print out the slides?Click here for a PDF.
Lesson 4 – Multiplying by 4
On lesson 4, we are mixing it up just a little. We introduce the idea that 4 x 5 = 5 x 4, so, really, you only have to learn half your multiplication tables. We also move past looking at just shapes and circles and look at multiplying fish, because, why not?
Teaching students at home and need to print out the slides?Click here for a PDF.
Lesson 5 : Multiplying by 5 and 10
Begin with reinforcing students on how much they have learned already. After today’s lesson you’ll be half-way to having learned your times tables for all the numbers from 0 to 100. Hurray! Let them know that at the end of today’s lesson they will be getting to play Making Camp. Also, today they will be learning TWO tables and a new trick. Start with this Google slide presentation.
After the presentation, students should play Making Camp for 15-30 minutes. If you would like stickers, pencils or other incentives to give your high scoring students, just email support@7generationgames.com and we’ll be happy to send you a teacher gift pack.
Teaching students at home and need to print out the slides?Click here for a PDF.
Assessment
Each lesson includes multiple assessment:
Students complete the multiplication tables – these can be shown with a projector (in class), on a screen, if teaching remotely, and on paper for students learning at home.
Students write their own number sentences using the multiplication learned each lesson.
Students complete the problems written by their classmates.
Optionally, students write word problems.
Optionally, student complete word problems written by their classmates.
In addition, at the end of lesson 5, students begin playing Making Camp, which has teacher reports showing the number of multiplication problems attempted and answered correctly.
State Standards
Minnesota State Standard 3.1.2.3 – Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division.
Minnesota State Standard 3.1.2.4 – Solve real-world and mathematical problems involving multiplication and division, including both “how many in each group” and “how many groups” division problems.
Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
CCSS.MATH.CONTENT.6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.
📲 Technology required
Optionally, the teacher will have access to a printer to print pages 2-3 of the book and selected pages to color. Since choke cherry and Simpson’s Ball Cactus are mentioned in the problems, it is recommended that, at a minimum, these pages should be printed. Alternatively, the link can be shared to students who are learning from home to read material on their computer.
📃 Summary
This is a true STREAM lesson. Combining science, reading, art and mathematics. Students read a description of the pine forest ecosystem and life zones. They define any new words in their personal dictionary. Students then use information on plant life to identify life zones and locate these zones in terms of altitude. Students who complete the activity before the allotted class time play a game that teaches fractions and basic statistics.
Some teachers call it a personal dictionary, to others it’s a word journal. Regardless, the goal is the same, for students to record new words, give a dictionary definition and “make the word their own”. This can be done by rewriting the definition in their own words, using the word in a sentence or including an illustration of the word.
Two dictionary sites to recommend for definitions are below. An added bonus to mention to students is that they can hear words pronounced.
Angie and Sam are on their way to Michigan but they have gotten so, so lost! They are somewhere in Colorado. Sam has sent Angie this text:
Hey, Angie! I can’t see you anywhere. All I can see are trees, a whole lot of trees, and if I look up the mountain, I see even more trees, closer together. I recognize this plant with red berries. Grandma called it choke cherry. Where are you? How can I meet you? Should I go up or down?
Angie texts him back,
There aren’t that many trees around me, but there are some of these round cactus plants. We are definitely not in Michigan!
Use the information on life zones to answer these questions. (Hint: You may have to look on the plant pages as well.)
In which of the five life zones is Sam right now? How do you know?
In which of the five life zones is Angie right now? How do you know?
Should Sam go up the mountain or down the mountain to meet up with Angie? Why?
You might recognize Sam and Angie from the game, Forgotten Trail, where they try to retrace their ancestors’ journey across the U.S. and Canada. If you finish this assignment and your personal dictionary before class time is over, play Forgotten Trail here.
BONUS 2: Art
As an alternate bonus activity, students may color the pictures in the book according to the legend included. This would require that the teacher print pages for students. Since choke cherry and Simpson’s Ball Cactus are mentioned in the problems, it is recommended that, at a minimum, these pages should be printed.
Assessment
Recommended rubric for the Personal Dictionary is as follows:
This assignment is worth 100 points. A minimum of ten words is required. You can include up to two extra words for an additional 20 points.
Each word is worth 10 points.
Dictionary definition – 3 points
Definition in your own words – 5 points
Use in a sentence or draw a picture – 2 points
Recommended rubric for Life Zone Questions
Each question is worth 25 points.
Sam is in the Montane zone (5 points). We know this because he sees a lot of trees and the Montane zone is a forested area. He said that there are even more trees up ahead so we know he is not in the subalpine area because above that are no trees (10 points). He also saw choke cherry plants and these are at elevation from 7,000 – 9,000 feet. The Montane zone starts at 8,000 feet. (10 points)
Angie is in the Foothills (5 points). We know this because she says there are not many trees (10 points) and she sees the Simpson’s Ball Cactus which is common in the Foothills (10 points).
Sam should go down the mountain to meet Angie (5 points) because Sam is in the Montane zone, which is at 8,000 to 10,000 feet (10 points) and she is in the Foothills which is at (6,000 to 8,000 feet) so he needs to go down in altitude to meet her (10 points).
Assessment for Forgotten Trail math problems
Problems are scored automatically within the game. Teachers who are part of the Growing Math project or with 7 Generation Games site license can access student data from the Reports page.
