1. FINAL PROJECT:
MULTIPLICATION
UNIT
TAVARES J. BUSSEY
EDU 625
INSTRUCTOR: JOHN JAMISON

2. PURPOSE STATEMENT
The purpose of this unit is to begin
conceptual understanding of multiplication
as a mathematical function. In order for
students to do this, they must learn what
factors and their products represent in
various contexts.

3. BACKGROUND
INFORMATION
• This unit of study is intended for 20 third graders of
various abilities and learning styles.
• This unit of study will take place on-site in a classroom
within a 3-8 grade school building.
• This unit is projected to last 15 school days.
• The level of knowledge in the context of Bloom’s
Taxonomy will go from remembering up to analyzing.
• In order for students to be successful in this unit, they
should have mastered basic addition.

4. BACKGROUND
INFORMATION
Content Standards (Common Core):
3.OA.1 – Interpret products of whole numbes, e.g.,
interpret 5 x 7 as the total numbe of objects in 5 groups of 7
objects each.
3.OA.3 – Use multiplication…within 100 to solve word
problems in situations involving equal groups, arrays, and
measurement quantities.
3.OA.4 – Determine the unknown whole number in a
multiplication equation relating three whole numbers.
3.OA.5 – Understand properties of multiplication and the
relationship between multiplication and division.
3.OA.7 – Fluently multiply within 100.
3.OA.9 – Solve problems involving the four operations
and identify and explain patterns in arithmetic.

5. LEARNING
OBJECTIVES
• Students will model skip counting objects in equal groups.
• Students will write an addition sentence and a
multiplication sentence for a model.
• Students will use an array to model products and factors.
• Students will describe how the Commutative Property of
Multiplication helps to find products.
• Students will use the Associative Property to solve
multiplication problems with three factors.
• Students will identify patterns on a multiplication chart.
• Students will construct a story problem for a
multiplication number sentence.

6. LEARNING ACTIVITIES
Activity One -- This will be delivered in two 45 minute blocks of
instruction. It will be delivered in the classroom.
a. Students will need to know how to orally define and visually
identify an array.
b. The specific technology will be the Kidspiration Software utilized
on a Windows PC. This activity is related to Bloom’s primarily on
the analysis level. Students will be breaking the large concept of
multiplication down into a smaller fragment by visually creating a
diagram of an array to illustrate it.
c. Kidspiration is appropriate for this activity because it will directly
allow students to show mastery of the objective. It will also address
the needs of students who learn better with visual representatives
of a concept.
d. This is a formative assessment that will allow the teacher to
determine if students are understanding the concept of
multiplication through the visual representation of it via an array.

7. LEARNING ACTIVITIES
Activity Two – This will be activity will be delivered in two 45-minute blocks of
instruction. This will be delivered in the classroom.
a. Before integrating, students will need to be able to orally define multiplication, the
vocabulary of its components in a number sentence, an example and how that
example can be showed in repeated addition and in an array.
b. The specific technology utilized will be Videolicious (https://videolicious.com).
This activity relates to Bloom’s primarily in remembering and understanding.
Based on the planning steps, the information the students will have to know will
be the same information required to be included in the small video production.
c. Videolicious will engage students as they create the production to showcase that
they know how to plan a script, find and/or create visuals to represent key
components of the script and then produce a final product that encompasses the
requirements and their creative process used to complete it.
d. This activity will both be summative and formative. This will be something that I
will use in lieu of a multiple choice test to assess the overall learning of the class.
It will also be used summatively to plan next-steps for future learning.

8. LEARNING ACTIVITIES
Activity 3 – This activity will be an ongoing activity throughout the
learning. It may be delivered as a starter activity or as an assessment.
a. Students will need to know basic wordprocessing functions: using
the spacebar, return and delete keys. Students will need to know
how to orally communicate new learning and be able to ask
questions about that new learning for further study.
b. The specific technology will be an online blog site entitled Kidblog
(www.kidblog.com). This learning activity will touch on all levels of
Bloom’s taxonomy based on the design of the questioning of the
instructor.
c. Kidblog will allow students to answer critical thinking questions
utilzing a blog-style approach for sharing with classmates and
allowing the instructor to give feedback.
d. This activity will be formative because the instructor will be using
student responses to teacher-generated questions to determine
individual student understanding of assessed content and
readiness for more advanced content.

9. LEARNING ACTIVITIES
Activity 4 – This activity is delivered independently for each child as
time is available for early-finisher and at times, whole class instruction.
a. Students will need to know how to utilize a computer number
keypad and read to follow directions to successfully use the
technology tool.
b. The specific technological tool is an interactive game entitled
Timez Attack ® (http://www.bigbrainz.com/index.php). This activity
addresses the remembering and understanding levels of Bloom’s
Taxonomy because students will be taught to memorize
multiplication facts through the understanding of repeated addition
and skip counting.
c. Timez Attack ® is an engaging fantasy-like game that makes it fun
and motivating to learn facts. It starts with a pre-test and allows
students to self-monitor progress to a summative post-test that
shows mastery of the basic multiplication facts.

10. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT
Learning Objectives:
For my final project, I will use one piece of technology to support three learning objectives:
• Students will write an addition sentence and a multiplication sentence for a model.
• Students will use an array to model products and factors.
• Students will describe how the Commutative Property of Multiplication helps to find products.
The piece of technology that I will utilize is an iPad application entitled Videolicious. Based on the
assignment, the students will produce a video of audio and visuals explaining the concept of
multiplication based on it being repeated addition (addressed by first objective); visually showing
multiplication as an array (second objective); and showing how he commutative property helps to find
products (third objective). Before integrating this technology, students will need to be able to orally
define multiplication, the vocabulary of its components, an example and how that example can be
showed in repeated addition and in an array. This activity stimulates creativity because it requires
students to write a script using their own words and it requires that students create the visuals that
they will photograph to include in the video production. They will not be able to rely on any primary
text to support their writing but they will be required to utilize the brainpower of themselves and a
partner to write and produce this video.

11. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT
Lesson Plan for How the Teacher will Guide Learning
The teacher will guide learning through modeling expectations by
using different exemplary finished products that address the
expectations of the objectives.
The teacher will present students with a rubric to show what is
necessary in order to be successful with the project.
Click to see Rubric.
Students will use rubric to write a script and create a storyboard with
images they want to include in their video production
Students will then work with their groups to piece script and visual
support for their videos.
Students will present products to class and self-reflect.

12. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT (1 OF 2)
Bloom’s Taxonomy Topic/Outcome from
Lesson Plan
Activity
Remembering Lesson Introduction Students will recall
definition of
multiplication.
Remembering Calculate Equation Student will choose
multiplication to use for
video and recall
product.
Understanding Pre-Production Students will interpret
rubric and guidelines
for video production
Applying Lesson Analysis The student will
execute the plan they
design

13. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT (2 OF 2)
Bloom’s Taxonomy Topic/Outcome Activity
Analyzing Pre-Production Students will organize
information according
to storyboard and
script to show flow and
understanding of
concept
Evaluating Lesson Analysis Students will evaluate
their understanding of
multiplication against
exemplars for self-
scoring
Creating Student Planning Students will create a
storyboard and write
an original script for
pre-production.

14. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT
EXEMPLARY PRODUCTION

15. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT
Assessment Evidence of Learning Activity: Formative
There will be both formative and summative assessments during
and after this lesson. The formative, or ongoing, assessment for
this lesson activity will be direct monitoring from the teacher. This
will be done via daily conferencing with groups to maintain
attention to time, understanding of rubric and understanding of
content expectations. If a group is struggling, the teacher will
provide the necessary modification or re-teaching to ensure that
each group will be successful with their outcome. This informal
assessing will be greatly useful in this lesson activity.

16. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT
Assessment Evidence of Learning Activity: Summative
The summative, or final, assessment for this product will be the
video produced based on the rubric and teacher feedback. The
rubric will be how the project will be graded. It will assess the
student’s ability to explain multiplication orally and with visuals.
By creating a tutorial using their own words and their own created
visuals, the students are completing authentic assessment. This
is the formal assessment and it will be based on group
performance and presentation.

17. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT
User Notes:
Timing is key for this lesson. If time is wasted or if adequate time is not given
to the process of planning and executing the activities for this lesson, then
the students will have difficulty maintaining focus to finish the task. It is
important to schedule the use of the appropriate number of iPads so that
each group will have the technological tool necessary to complete the task.
The exemplary models must be prepared and ready to show kids what they
are expected to complete while showing various ways to present the content.
Students should be competent with the prerequisites of addition. The teacher
made need to spend time making sure they understand the concept of
repeated addition before allowing them to construct a script, create their
images and piece together their storyboard for production.
You will need to familiarize yourself with Videolicious (the primary
technological tool). Create an exemplar as seen in previous slide 14 to show
to students so that they can see what is expected.

18. LEARNING ACTIVITY
HIGHLIGHTED FOR FINAL
PROJECT
Resource List:
Technology Website URL Description
iPad http://www.apple.com/ipa
d
A tablet computer that
can perform a variety of
task using mobile
applications.
iPod Touch http://www.apple.com/ipo
d-touch
A miniature version of the
iPad that can perform a
variety of task using
mobile apps
Videolicious Application http://www.videolicious.co
m
An application that can
use audio, pictures, &
video to create short
presentations.

19. EVALUATION/ASSESS
MENT
• Each activity is a form of evaluation prescribed by the
instructor.
• There will also be ongoing formative assessments using a
classroom response system to assess the first two levels
of Bloom’s: remembering and understanding. This will
help decide if the projected time frame needs to be
extended or shortened.

20. REFERENCES
Common Core State Standards for Mathematics. (2012)
Retrieved from
http://www.corestandards.org/assets/CCSSI_Math%20Standa
rds.pdf