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Architect Studio
Arts Integrated Small Group for Grade 3 Multiplication
Architect Studio
Pairs with Reveal Math Lessons 3rd Grade: 10-3
Students become architects designing a block of Baltimore row homes. They will sketch rows of connected row homes and use floors and windows to model the Associative Property of Multiplication. Students explore different ways to group the same total number of windows (or bricks) while discovering that the grouping changes, but the product remains the same.
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MARYLAND STATE STANDARDS
MD Math Standards:
- 3.NOS.C.4 – Identify and apply the Commutative Property of Multiplication, Associative Property of Multiplication, and Distributive Property of Multiplication as strategies to multiply.
This activity supports the enduring understanding that multiplication properties allow us to think flexibly about numbers and solve problems in different ways while maintaining the same product. Through the Baltimore Row Home Architect Studio, students use a visual model to explore the Associative Property of Multiplication by grouping architectural features in different ways. Students connect their drawings, multiplication expressions, and explanations to understand that while the grouping of factors may change, the total remains the same. The activity supports Reveal learning targets by encouraging students to use models, identify patterns, apply multiplication strategies, and explain their mathematical reasoning in a meaningful real-world context.
MD Arts Standards:
- VA.AS1.I:3-5:1 – Act on creative ideas to develop personally meaningful compositions through observation, imagination, or memory.
Students use architectural drawing to communicate a mathematical concept. By designing a neighborhood of Baltimore row homes, students make intentional artistic choices about pattern, repetition, and composition while visually representing the Associative Property of Multiplication. Their artwork serves as a meaningful model of their mathematical thinking, reinforcing both visual arts and math concepts.
OUTSIDE OF MD?
Common Core State Standards:
- 3.OA.B.5 – Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
National Arts Standards:
- VA:Cr2.1.3.a – Create personally satisfying artwork using a variety of artistic processes and materials.
ARTS INTERATED LEARNING OBJECTIVE
SWBAT design a Baltimore row home neighborhood to show how different groupings of the same factors can make the same product. I can use windows, floors, and repeated patterns to model and explain the Associative Property of Multiplication.
MATH DOMAIN
- Operations & Algebraic Thinking → Understand properties of multiplication and use strategies to solve multiplication problems →
- Apply the Associative Property of Multiplication to regroup factors
- Understand that factors can be regrouped without changing the product
COHERENCE
- Before: Students explore multiplication as equal groups, arrays, and repeated addition. They develop an understanding of factors and products and use the Commutative Property of Multiplication to recognize that factors can be switched without changing the product. Students practice using visual models and strategies to solve multiplication problems.
- After: Students apply the Associative Property of Multiplication as a flexible strategy for solving larger multiplication problems. They continue to use multiplication properties, models, and equations to solve multi-step problems and connect these strategies to the Distributive Property and area models for more complex multiplication.
MATH & ART SKILLS
- Math: Students will use the Associative Property of multiplication to regroup factors in different ways and explain changing the grouping of factors does not change the product. Students will represent multiplication situations using visual models, equations, and reasoning to show the relationship between factors and products.
- Art: Students practice architectural drawing by using pattern, repetition, and composition to create a neighborhood of Baltimore row homes that visually communicates a mathematical idea.
MATERIALS
INTRODUCE THE CHALLENGE
Tell students:
“Today you are going to become architects! Architects design neighborhoods by planning buildings with repeating structures and patterns. Your job is to design a neighborhood of Baltimore row homes that also represents a multiplication equation using the Associative Property.”
Show an example of a completed row home neighborhood and discuss the repeating features (homes, floors, windows).
DESIGN THE NEIGHBORHOOD
Give each student grid paper.
Prompt students:
“First, decide how many row homes you want in your neighborhood.”
Using one color, students draw that number of connected row homes in a straight line.
Remind students:
- All row homes should be the same size.
- Leave enough room to add details.
ADD THE FLOORS AND WINDOWS
Ask:
“How many floors will each row home have?”
Using a second color, students outline or label the floors inside each home.
Teacher models:
- 3 row homes
- 4 floors in each home
Record:
3 × 4
Ask:
“How many windows will each floor have?”
Students choose a symbol (squares, circles, stars, etc.) and draw the same number of windows on every floor.
Teacher models:
- 5 windows per floor
Record the complete equation:
3 × 4 × 5 = 60
Discuss:
“Each feature of our neighborhood represents one factor in our multiplication equation.”
REFLECT & EXPLAIN
Students complete a quick reflection on their recording sheet.
Possible prompts:
- What does each factor represent?
- What is the product?
- How does your drawing prove your equation?
- Explain how your neighborhood models multiplication.
ASSESSMENT
Teachers will assess student understanding by observing students as they create their Baltimore Row Home Architect designs and listening to the mathematical explanations. Teachers will look for evidence that students can:
- Identify the factors and product represented in their design
- Connect their architectural drawing to a multiplication equation
- Explain that changing the grouping of factors does not change the product
Teacher Check-In Questions:
- “What does each factor represent in your row home design?”
- “How did you group your factors the first time?”
- “How did you regroup them?”
- “How do you know the total number of windows stayed the same?”
Student Reflection Prompts:
- “How did your row home design show multiplication?”
- “What changed when you regrouped the factors? What stayed the same?”
- “How did patterns in architecture help you see multiplication?”
- “How can the Associative Property help you solve problems more easily?”
DIFFERENTIATION
Scaffold
Provide students with a completed row home model.
Instead of creating the neighborhood, students analyze the picture by asking:
- How many row homes are there?
- How many floors does each home have?
- How many windows are on each floor?
Students write the multiplication equation, find the product, and then color or decorate the neighborhood after completing the math.
This allows students to practice visual thinking by interpreting a model before creating one independently.
Extension (Students Ready for a Challenge)
After creating their neighborhood and writing the equation, challenge students to use the Associative Property by regrouping the factors.
Example:
Original:
4 × 5 × 3 = 60
Possible regroupings:
- (4 × 5) × 3 = 60
- 4 × (5 × 3) = 60
Then ask:
- Does the product change?
- Why or why not?
- Explain how the same neighborhood can represent both equations.
For an additional challenge, students can create a second neighborhood that represents the regrouped equation or compare their work with a partner to identify equivalent groupings.
This extension deepens students’ understanding of the Associative Property while reinforcing that changing the grouping of factors does not change the product.
Grade Level Adjustments
Grade 2 (2.OA.A.1, 2.OA.C.4):
Students focus on building the foundation of multiplication through equal groups and repeated addition. Instead of using the Associative Property, students create row homes using repeated addition and write addition sentences to find the total.
- Provide pre-drawn row home templates
- Use smaller numbers
- Focus on identify groups and counting totals
Grade 4 (4.OA.A.3, 4.NBT.B.5)
Students extend the activity by designing larger neighborhoods and applying multiplication strategies with multi-digit factors.
- Calculate the total number of windows in multiple buildings
- Use Distributive Property to break apart larger multiplication problems
BRAIN TARGETED TEACHING IN THE CLASSROOM
Students use repeated architectural features in their Baltimore row home designs (windows, doors, bricks, and houses) to reinforce multiplication concepts. By repeatedly creating equal groups and patterns, students strengthen their understanding of factors, products, and the Associative Property of Multiplication. The visual repetition helps students recognize that different groupings can represent the same total, supporting flexible thinking and long-term retention of multiplication strategies. Students engage in meaningful repetition through the design process while connecting mathematical patterns to real-world architecture.
Using Visuals to Build Thinking Habits – Visual Thinking Routines:
Artful Repetition for Long Term Memory – Engaging Repetition:
The Emotional Climate:
The Physical Space:
Learn More:
Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site.
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
KELSEY SELLMON
Kelsey Sellmon is a Morgan State University alum and arts educator based in the DMV area with over 10 years of experience in dance education. She has built her career using dance as a tool to support creativity, confidence, and growth in young people. Kelsey is the co-owner of Elite Expressions Dance Alliance, LLC, where she continues to mentor and develop emerging dancers. She is also the founder of Laray Legacy Studios, a creative business that reflects her passion for art, design, and expression beyond the classroom. As an Ella Baker Trainer with the Children’s Defense Fund Freedom Schools, she supported and trained young adults nationwide to facilitate literacy-based programming centered on social justice. Kelsey is committed to using the arts to inspire youth and help them make a meaningful impact in their communities. In her free time, she enjoys spending time with her husband, her children Dominic and Edyn, and her dog, Flash.
MCKENNA MEEHAN
McKenna Meehan is an elementary educator with a passion for making mathematics and science engaging, accessible, and meaningful for all learners. With experience teaching upper elementary students, she focuses on developing critical thinking, problem-solving, and real-world application skills in the classroom. McKenna enjoys creating high-quality instructional resources that support student growth while helping teachers deliver effective, standards-aligned instruction. In addition to classroom teaching, she is committed to continuous learning and collaboration with fellow educators. McKenna believes that every student can succeed when provided with engaging opportunities to explore, discover, and think deeply. Through the Digital Resource Library, she is excited to share practical tools and lessons that support both teachers and students.
