Lesson

Title
Group

Multiplication Intro

Date

Nov. 24

Grade 4/5

Time
Dura
tion

43min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learnin
Develop number sense.
g
Outcom
es:
Specifi Students will:
c
Describe and apply mental mathematics strategies, such as:
Learnin skip counting from a known fact
g
using doubling or halving
Outco
using doubling or halving
mes:
using patterns in the 9s facts
using repeated doubling

LEARNING OBJECTIVES
SWBAT Identify number patterns within multiplication from numbers 110
SWBAT Calculate multiplication from 1-12
SWBAT Compare addition and skip counting with multiplication
ASSESSMENTS
Observations:
Teacher will observe the performance of students as
they participate in each activity
Note what the students are doing
Begin to Ask
Are they engaged?
Are they answering questions?
How are they answering question? (do they
sound confident or are they guessing)
Are they writing and contributing to the group
discussion?
Are they showing their work?
Adapted from a template created by Dr. K. Roscoe

Note how the students use the information provided,

do they understand the concepts
Key
Questions:

How do we solve multiplication problems

Why is multiplication useful

Products/Perf
ormances:
LEARNING RESOURCES
CONSULTED
The Alberta Program of Studies
Math Makes Sense 4 (Pearson)
Math focus Teachers Resource

Prior to
lesson

Assessment
of Prior
Knowledge
Expectations
for Learning
and
Behaviour

MATERIALS AND EQUIPMENT

Smartboard
Markers, pencil crayons
Pencils
Erasers
worksheet
popsicle sticks

PROCEDURE
Set up all materials, prepare and open
power-point slides, ensure they work.
Open video, skip advertisements.
Hand out popsicle sticks (coloured)
Introduction
Time
Begin by reviewing skip counting,
1
patterns and third grade material

**Teacher Action: the teacher will explain

the following expectations for behavior to
students and reinforce accordingly
throughout the lesson.

The expectation for entering the classroom is

that everyone is respectful; this establishes
safety and helps to create a positive learning
environment.
Students will engage in three activities
during this time they will
Raise their hands
Use their indoor voices
Be respectful/ kind
Share materials
Adapted from a template created by Dr. K. Roscoe

Students will be expected

To listen to instruction
When asked to demonstrate that they
understand instruction, for example
students will be asked throughout the
lesson to show their work and their
understanding of problems by
displaying their work on personal white
boards
Everyone will participate
Safety- no running around
Advance
Organizer/Ag
enda

Explain
This lesson we will be going reviewing
subtraction using 3 digits and
borrowing
We will begin looking at questions that
involve 4 digits
We will be learning how to solve 4 digit
subtraction equations that require
borrowing or regrouping

Explain to the students that last class

we went over subtraction with 3 digits
and subtraction using borrowing.
Continue to explain that some of the
students did really well with
understanding how to borrow but
needed more help to understand why.

Learning
Activity #1

Body
The purpose of this video is to 1st grab
attention and secondly remind students that
multiplication is basically skip-counting

Time
4

Teacher actions: open video, just before the

class gets settled
This will function as an attention grabber:
https://mail.google.com/mail/u/0/#inbox/15
137b1455a24f5a
Student actions
Adapted from a template created by Dr. K. Roscoe

 Sit quietly
Watch and listen to the video
Begin to listen for further instruction
Teacher Notes:
Assessments/
Differentiation
Learning
Activity #2

n/a
Teacher actions
Remind students that this may be review for
some while for others its a first time!!
Open google slides
https://docs.google.com/presentation/
d/16j3fPuKFuq16_NnOlC0nP_ioDeJOpp
h7Vgt6lKXlo8o/edit#slide=id.gc6f8bad
ac_0_0
Re-Introduce the idea of grouping and
skip counting use slides and video to
make connections
Use the slides visuals and examples to
help students learn about how
multiplication is used
Explain how multiplication is used
Explain how its similar to skip counting
Explain grouping
Ask for examples of grouping ( prompt
for answers like five chocolate chips
per cookie)
Ask about some of the techniques they
are using
Use real life reasoning like (buying
eggs at the store, 2 for each person in
your family)

15

Student Actions:
Listen for the Re-Introduction of
grouping and skip counting *using
slides and video to make connections
Ask questions when necessary about
the slides visuals listen for how
multiplication is used
When asked raise hands and help to
explain how multiplication is similar to
Adapted from a template created by Dr. K. Roscoe

Teacher Notes:
Assessments/
Differentiation
Learning
Activity #3

skip counting
Give examples of grouping
acceptable answers: five chocolate
chips per cookie
share what techniques theyve already
been taught
Use real life reasoning give examples

Formative: oral
What are they saying?
Written what are they writing?
Teacher actions
**put up the last slide which has all
instruction info so that they do not forget
Handout out popsicle sticks
(previously coloured)
Instruct the students to move
into their groups
Explain that the groups will be
made up with those students who
have matching Popsicle sticks!
Ask students to find there group
members based on who has
matching Popsicle sticks.
Hand them out and pair students
who excel with students who
typically do well or okay.
Also pair students who are behind
with other students who are a
little behind. By pair high with
high-med. And low with med-low
help can be given to those who
really need it
Fill out the multiplication charts
Stress that this needs to be done
before the end of class
Student Actions:
Respectfully follow popsicle
sticks/group instruction
Move into their groups
Find only those who have

Adapted from a template created by Dr. K. Roscoe

15
during
lesson
activity
one
20 min

matching Popsicle sticks!

Fill out the multiplication charts
Students may use partners to
help, as they should end up in a
group of three
Teacher Notes:
Assessments/

Consolidation
of learning

Students will have to fill out the table charts

for the game the next day, remind them at
the end of the day that it would be a good
idea to look over there multiplication charts
in their agendas when they go home this will
help them with the next classes game.
Restate that the class went over the links
between multiplication and skip counting
(and adding).

20
While
circulat
ing
1

Sponge
Sum dog games on the already open and running
Activity/Activi website, some students didnt finish their 10 question
ties
quiz.

Reflections:
I was really happy with this lesson; my T.A said it
was my best so far. From beginning to end the
students worked well and the nose level in the room
was one that depicted engagement!
If I could re-due the lesson I would improve the
length of the explanation, I think many of the
students understood multiplication as groups of
groups, however many were seeing it for the first
time.
My T.A suggested that the only things he could see
that I could improve upon are directly related to my
experience. He suggested that experience and time
will help me to avoid mistakes that can easily be
made in terms of vocabulary and how quickly I
explain things.
Adapted from a template created by Dr. K. Roscoe

These slides were made to create interest: Mario and Luigi theme:
https://docs.google.com/presentation/d/16j3fPuKFuq16_NnOlC0nP
_ioDeJOpph7Vgt6lKXlo8o/edit#slide=id.gc6f8badac_0_0
Example of the print out. This was printed extra-large to accommodate a
student who has difficulty writing.

Adapted from a template created by Dr. K. Roscoe