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Essay: Multiplication Fluency Drill and Sample Test Items

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Lesson Starter: Multiplication Fluency Drill and Sample Test Items

Anticipatory Set: What is an area code! TTW discuss with the students the meaning of an area code. What’s your Area Code? (601, 662, 228) Today we are going to do some Area Code Math!

Input/Modeling: TTW distribute a Telephone Area Code Map to the students. TTW use the following states area codes to solve problems.  

1. New Mexico + Northern Alabama =?  505+ 256=761   2. Wyoming + North Dakota + Southern Mississippi = ?  307+ 701+228 = 1,236

  • TTW inform the students that they will learn different strategies to add more than two addends. One way is using addition properties.

  • TTW introduce vocabulary (Associative Property of Addition) and create an anchor chart. The Associative Property of Addition It is also called the Grouping Property.  Ex. (1 + 5) + 5 = 1 + (5 + 5)

  • After creating thee anchor chart, TTW model Unlock the Problem from Go Math Lesson 1.5:Use Properties to Add p.21

  • Guided Practice:  The teacher, along with the students, will complete the following problem using the Area Code Map: Western Nebraska + Maine + Southern Texas=?      308+207+956=1,471

  • Now let’s add 3, 4-digit numbers: 1,395+3,453+ 2,387=7,235

  • Now let’s use the Associative Property of Addition to solve the same problem. (1,395 +3, 453) + 2,387 = 1,395 + (3, 453 + 2,387)

  • TTW guide the students as they work through  the Share and Show problems from Go Math Lesson 1.5:Use Properties to Add pp.22-23

  • Comprehension Check: Ms. Holly’s class collected 267 box tops, Ms. Greer’s class collected 167, and Ms. Davis’s class collected 189 box tops. What was the total number of box tops collected by all the third grade classes?

    Closure: TTW review the goals of the lesson.

  • How can you add more than two addends?

  • In their Math Journals, TSW give an example of an addition problem using the Associative Property.

    Independent Practice:  TTW use the closure activity to see what students are ready to go on to the independent practice (On Your Own and Problem Solving from Go Math Lesson 1.5:Use Properties to Add pp. 23-240).

  • For students whom are not ready to move on, TTW differentiate instruction with Tier 1 task  p. 21B; reteach 1.5; and Soar to Success Math 10.42.

    Homework:  Standards Practice 1.5 Use Properties to Add

    Modifications and Accommodations

    Mild Cognitive Challenge

    Modifications-TSW write an addition problem using one or two digit numbers in vertical form on their MathBoards. TSW represent each number with base-ten blocks. Next, tsw combine blocks, first combining the ones and then the tens. TSW record the total for the ones and tens on their Math Boards.  A hundreds chart can be used to add basic facts, MDE Strategies (as needed).TTW also work with small groups of students who need additional help.

    Questions: How did you find the sum? How did you record the addition?

    Accommodations- scaffold the instruction, provide learning aids such as manipulatives and models to help the student focus. Provide multiple opportunities for the student to practice in different formats and complete steps in different colors. ADHD

    Modifications- TTW break the lesson into smaller parts and check for understanding from the student, the student will be reduce the number of questions for assignments and allow extra for the student to complete.

    Accommodations- seat student near the teacher (away from distractions), shorten assignments, set a timer for the student to stay on task, ask the student questions to encourage participation, allow the student to use manipulatives, and assign the student a leadership role as a reward for good behavior during instruction.

    Hearing Impaired

    Modifications- TTW provide handouts with step by step instructions for the lesson and activities for the day.

    Accommodations- use another student to take notes, give more time to finish assignments, use overheads or smartboards as visual  aids, speech to text software,  handouts with step by step instructions Visually Impaired

    Modifications- TS may use large foam numbers, base-ten blocks, counters, or an abacus to solve addition problems.

    Accommodations- seat student near the board, verbalize as I write on the board, provide the student with a copy of what was written on the board, allow students to use manipulatives.

    Gifted Students

    Modifications-

    (Review Compatible Numbers) Have students investigate and list different ways to break apart addends to make compatible numbers: 153 + 127

    Enrichment Activity 1.5: Properties on Parade (use addition properties to find unknown numbers and write the property name)

    Accommodations-students will explore ideas in depth, offer learning stations in which the student  is in control, ask high level questioning that involves looking into reasons, experience, and evidence, assign projects  that will extend learning

    Third Grade Learning Stations

    Teacher scaffolds the activities to meet the needs of the students.

    Station 1

    Guided Instruction

    Teacher

    (ADHD)

    0M     0T     0W     1T     0F

    Literature: So Many Seashells! TSW read about how to use addition to find the number of seashells collected.

    Station 2

    Vocabulary/ Writing

    (Hearing Impaired)

    0M     0T     0W     1T     0F

    The student will be given a handout with step by step instructions for completing a Vocabulary Graphic Organizer.

    Vocabulary Words: Associative Property of Addition, addend, and sum

    Step 1. Write the vocabulary word in the center oval.

    Step 2. Write the definition.

    Step3. Describe it using facts and characteristics.

    Step4. Write or draw an example.

    Step 5. Write or draw a nonexample.

    Station 3

    Technology

    (Visually Impaired) 0M     0T     0W     1T     0F

  • TSW will use the SMARTboard or computer to practice adding 3-digit numbers. (The images on the SMARTboard  will be larger and the student can zoom in larger on the computer) https://www.khanacademy.org/math/cc-third-grade-math

    Station 4

    Independent

    (Mild Cognitive Challenge) 0M     0T     0W     1T     0F

    Auto Addition Game: TSW will practice 2-digit addition to move along a game path.

    Station 5

    Performance Task

    (Gifted) 0M     0T     0W     1T    

    Horary!  You just won a $1,500 gift card to Toy Heaven.  TSW look at  sales ad from Toy Heaven and  spend as close as possible to $1,500 without going over budget. After that, TSW answer questions about the cost of items and strategies used to complete the task.

    As a teacher, I use the Madleine Hunter format for teaching a lesson. I begin the lesson with an anticipatory set to get the students engaged.  I would then do modeling and input, which consist of teaching vocabulary, modeling addition problems and creating anchor charts. I would show how to use different math strategies to solve math problems. Strategies such as mental math, the Break Apart Strategy and using addition properities to add. Next, I will guide the students as they complete guided practice. The guided practice would consist of students using math boards and manipulatives to solve addition problems.  I would then do a closure activity to see who understands the lesson. The students who understood the lesson will go on to independent practice and I would work with the students who need help. I would then bring the class back together as a whole group to close out the lesson by doing a Q&A.

    Accommodations

  • Visually Impaired- seat student near the board, verbalize as I write on the board, provide the student with a copy of what was written on the board, allow students to use manipulatives

  • Mild Cognitive Challenge- scaffold the instruction, provide learning aids such as manipulatives and models to help the student focus on conceptual understanding and skill building. Provide multiple opportunities for the student to practice in different formats and have the student work each step in an assignment in different colors.

  • ADHD- seat student near the teacher (away from distractions), shorten assignments, set a timer for the student to stay on task, ask the student questions to encourage participation, allow the student to use manipulatives, and assign the student a leadership role as a reward for good behavior during instruction.

    Romans 8:24-26 (ESV) 24 For in this hope we were saved. Now hope that is seen is not hope. For who hopes for what he sees? 25 But if we hope for what we do not see, we wait for it with patience.

    26 Likewise the Spirit helps us in our weakness. For we do not know what to pray for as we ought, but the Spirit himself intercedes for us with groanings too deep for words.

    As an educator, it is our duty to help all students regardless of their learning style. We must do what’s right for students. During my instruction, I may have to modify my assignments to reach every student to make sure they understand the lesson. In God eyes, we are all perfect and been chosen to fulfill a different assignment and as an educator we must help our students reach their highest potential to become successful in life.

    References

    Journal Resources. (2017). Teaching Students with Visual Impairments. Retrieved from

    http://www.teachingvisuallyimpaired.com/journal-resources.html

    Regents’ Center for Learning Disorders. (2016). Accommodations and Instructional Strategies. Retrieved from

    http://www.rcld.uga.edu/accommodations-and-instructional-strategies

    National Education Association. (2017). Retrieved from http://www.nea.org/home/15151.htm

    Formative Assessment

    Standard: 3.NBT.2

    3rd Grade

    Name:  __________________________________   Date:_______________________________

    IRECTIONS: Read each question or problem carefully. Then, answer the question or work the problem.

    1. A Rent-A-Raft store rented 213 rafts in June and 455 rafts in July. How many rafts did the Rent-A-Raft store rent in June and July altogether?

    A. 658

    B. 668

    C. 678

    D. 778

    2. The school store had 136 notepads. A parent donated 109 notepads. How many notepads does the school store now have?

    A. 145

    B. 26

    C. 300

    D. 245

    3. On Monday, 114 girls and 205 boys wore jeans to school. How many students were jeans to school on Monday?

    A. 219

    B. 299

    C. 309

    D. 319

    4. The parking lot at the grocery store had 684 parking spaces. Another 129 parking spaces were added to the parking lot. What is the total number of parking spaces in the parking lot now?

    A. 813

    B. 700

    C. 803

    D. 733

    5. There are 487 books in the classroom library. Another 100 books were added. What is the total number of books in the classroom library?

    A. 387

    B. 490

    C. 587

    D. 510

    6. Kara wrote this number sentence to show how many yellow stickers and green stickers she earned. Which describes Kara’s number sentence?

                                                       7 + (8 + 6) = (7+ 8) + 6

    A. Commutative Property of Addition

    B. Associative Property of Addition

    C. odd + odd = odd

    D. even + even = even

    7. Which show estimates that would be made by rounding to the nearest ten? Mark all that apply.

    A. 174 + 123 is about 290

    B. 310 + 482 is about 800

    C. 652 + 236 is about 900

    D. 247 + 448 is about 700

    8. Maryhas 558 pennies. Greg and his sister have 772 pennies. How many pennies do Greg, his sister, and Mary have total?

    A. 1,000

    B. 1,330

    C. 1,224

    D. 320

    9. Which expression shows 1,292 in expanded form?

    A. 100 + 200 + 92

    B. 100 + 200 + 90 + 2

    C. 1,000 + 200 + 90

    D. 1,000 + 200 + 90 + 2

    10. Mavis and her friends collected bottle caps. The table shows how many bottle caps each person collected.

                                                                     

                                                               Bottle Caps Collected

    Name Number of Bottle Caps

    Karen 372

    Mavis 255

    Pedro 121

    John 315

              

                                         

                                  What is the total number of bottle caps collected by Mavis and Pedro?

    A. 134

    B. 200

    C. 376

    D. 406

    11. At summer camp there are 52 boys, 47 girls, and 18 adults. How many people are at summer camp?

    A .   97

    B.  107

    C.  117

    D.  127

    12. Find the total.

    501 + 196

    A. 697

    B. 314

    C. 305

    D. 495

    13. Bailey takes $42 to the movies. She spends $8 on the movie ticket and $7 on snacks. How much money did Bailey spend at the movies?

    Write the answer in the box.

    $

    14. The taco Shack sold 173 tacos on Saturday and 233 on Sunday. What was the total number of tacos sold on Saturday and Sunday?

    Show your work.

    Answer___________________________

    15. Find the total.

    $800 + $13

    Show your work.

    Answer____________________________

    Formative Assessment- Disabilities

    Standard: 3.NBT.2

    3rd Grade

    Name:  __________________          Date:___________________

    DIRECTIONS: Read each question or problem carefully. Then, answer the question or work the problem. Math manipulatives will be provided.

    1. A Rent-A-Raft store rented 23 rafts in June and 45 rafts in July. How many rafts did the Rent-A-Raft store rent altogether?

        

                     +  

    A. 58

    B. 68

    C. 78

    D. 70

    2. The school store had 36 notepads. It gained another 10 notepads. How many notepads are there total?

    A. 26

    B. 20

    C. 16

    D. 46

    3.20 +40 + 6=

    A. 65

    B. 66

    C. 67

    D. 77

    4. Which expression shows 92 in expanded form?

    A. 900 + 2

    B. 9 + 2

    C. 2 + 90

    D. 90 + 2

    5. What is the correct answer for this model?

    A.

    A. 107

    B. 16

    C. 97

    D. 80

    6.

    Answer____________________

    7. Which describes this number sentence?

                 (5 + 8) + 3 = 5 + (8 + 3)

    A. Commutative Property of Addition

    B. Associative Property of Addition

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