Understanding Six Times Tables

Grade: 3
Time Frame: 30 minutes

Kristin Schmidt

Common Core State Standards:

3.OA.1- Interpret products of whole numbers, e.g., interpret 5x7 as the total number of objects in 5 groups of
7 objects each.
3.OA.5- Apply properties of operations as strategies to multiply and divide.

Objectives:
1. TSWBAT use x6 multiplication knowledge to determine number of sides of
hexagons and triangles.
Materials:
-

Snowflake Bentley by: Jacqueline Briggs Martin

Multiplication shapes work sheet
Math journals/pencils
Math website - http://resources.oswego.org/games/mathmagician/mathsmulti.html
ATW flash cards

Procedure:
-

The TW (teacher will) begin the lesson by informing students they will be
continuing to work with the 6 times tables. More specifically, they will use their
knowledge of multiplication with their 6 facts to determine # of sides of
hexagons/triangles.
TW inform Ss (students) they will begin the lesson by reading Snowflake Bentley,
have a discussion about shapes and their sides, and then complete the Multiplication
Shapes worksheet.
TW remind the S to remain quiet during the reading and encourage participation.
She will remind them to pay close attention to the snowflakes and use previous
knowledge theyve learned regarding snowflakes and implement that into the
discussion.
TW being reading Snowflake Bentley. TW pause throughout the story and ask
comprehension questions.
TW begin transitioning to the lesson- On Monday, you talked about the number of
branches on a snowflake (Ask Ss- some have 6 some have 3)
In the beginning of the year, when you were learning about perimeter, you
discussed different polygons. To refresh your memory, a polygon is a shape that is
closed with straight sides. I want you to think back to what you remember about
polygons and give me a name of a polygon that has 6 sides, 3 sides If Ss struggle
with the 6 sides, remind them the X in six is just like the X in hexagon.
As Ss give answers, TW draw the shapes on the board -> write the name of the
shape.

TW relate shapes to story- just like a snowflake, a hexagon has 6 sides. Triangles
have 3 sides, just like some unique snowflakes.
TW transition to the promethean board and discuss the sides of hexagons and
triangles- model what students are going to do on their worksheet.
*Draw one hexagon on the board. How many sides does it have?
*Draw another hexagon on the board. How many sides does it have? How
many sides are there altogether? How can we write that as a multiplication
problem?
*Draw one triangle on the board. How many sides does it have?
*Draw another triangle on the board. How many sides does this triangle
have? Altogether? How can we write that as a multiplication problem?
-TW hand out Multiplication Shapes sheet and read directions. She will inform S that
she just modeled what they are supposed to do. TW discuss questions at the bottomhigher order questions. SW (students will) do their best to complete.
TW instruct students they will have about 10-15 minutes to complete and answers
will be discussed at the end.
TW inform students that if they finish early, they are to take out their math journals
and write more multiplication problems using their sixes/ hexagons/triangles.
TW remind students she is there for help, but they must do their best to answer on
their own.
-After students have completed, teacher will go over the answers with them. Put in
homework folder when complete because homework is on the back.
-If time permits, SW practices x6 multiplication facts with the math website.
-If there is extra time, students will play Around the World.

Assessment:
Obj. 1- TW informally assess answers students give and collect/check worksheet.
Accommodations
- TW will read the directions and questions out loud as needed.
- TW stand near/assist students with trouble focusing.