Lesson

Title
Group

Multiplication

Date

Dec. 1

Grade 4/5

Time
Durat 39min
ion

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learnin
g
Outcom
es:
Specific
Learnin
g
Outcom
es:

Develop number sense.

Students will:
Describe and apply mental mathematics strategies, such as:
skip counting from a known fact
using doubling or halving
using doubling or halving
using patterns in the 9s facts
using repeated doubling
Demonstrate an understanding of multiplication (2- or 3-digit
by 1-digit) to solve problems by:
using personal strategies for multiplication with and without
concrete materials
using arrays to represent multiplication
connecting concrete representations to symbolic
representations
estimating products
applying the distributive property.

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
SWBAT Demonstrate multiplication problems visually through arrays,
repeated addition and grouping.
SWBAT Represent multiplication using arrays
Adapted from a template created by Dr. K. Roscoe

SWBAT Describe connections between concrete representations to

symbolic representations
Students will continue to develop:
personal strategies for multiplication with and without concrete
materials
applying the distributive property

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?
Note how the students use the information provided, do
they understand the concepts
Key
Questions:

What is the relationship between multiplication

and repeated addition?
LEARNING RESOURCES
MATERIALS AND EQUIPMENT
CONSULTED
The Alberta Program of Studies
Smartboard
Math Makes Sense 4 (Pearson)
Pencils
Math focus Teachers Resource
Flash cards
White board
White board markers
PROCEDURE
Adapted from a template created by Dr. K. Roscoe

Prior to
lesson

Assessment
of Prior
Knowledge
Expectations
for Learning
and
Behaviour

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,
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
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
Body

Adapted from a template created by Dr. K. Roscoe

Time
3

Learning
Activity #1

Teacher actions:
Open google slides
Go over concepts that have already been
introduced
Review terminology, concepts from last
class
Ask a student if they could come clarify
(this might help to explain it to younger
students who may be struggling)
Introduce attached game.
Student actions
Participate
Raise hands with questions
Provide explanations for better
clarification

Teacher Notes:
Assessments/
Differentiation
Learning
Activity #2

Observational, personal response.

The purpose of this activity is to reinforce
concepts and provide time for students to
practice multiplication.
Team tag- multiplication (relay style)
Put two equal stacks of flash cards on a
desk in the front of the room.
Divide the students in two groups.
Ask the students to form two single file
lines facing the desk. The first student in
each line should be about 10 feet from
the desk.
When play starts, the first person in line
races to the desk, takes the first card in

Adapted from a template created by Dr. K. Roscoe

his or her pile, displays the card to the

team, announces the answer, places the
card in a discard pile, and then races to
tag the next person in line.
If the student does not know the answer
or gives the wrong answer, he or she
puts the card on the bottom of the pile
and selects the next card. This student
keeps selecting cards until he or she
knows the answer to one or until five
cards have been selected.
Once the answer is correct, the teacher
(who will be standing near the card pile
will put a point on the board.
The two teams play simultaneously,
whichever team has the most points by
lunch time wins.

Teacher actions
Remind students that this may be review for
some while for others its a first time!!
Explain the game and its rules
Explain that this is to be fun and many
students become excited but we need to
try our best not to use our outdoor
voices

Teacher Notes:
Assessments/
Differentiation

Student Actions:
Listen to instructions
Play fair
Have fun
Formative: oral
What are they saying?
Written what are they writing?
Assessment is built into the game.

Adapted from a template created by Dr. K. Roscoe

Consolidation
of learning

Sponge
Activity/Activi
ties

Restate that the class went over the links

between multiplication and skip counting
(repeated addition).

The game can go on till the end of class

I used two card piles to take pressure off of the

students who need more time for processing, its still a
game and their still having fun but, if needed they may
take more time and still earn a point for their team.

Reflections:

Students are getting twice as many repetitions as

around the world.
In order to get more repetitions the groups could be
split again instead of 10 students per group have five.

Example of the print out. This was printed extra-large to accommodate a

student who has difficulty with writing. Each of the students has filled this
chart out and can use it as a reference if they do not know the answer to
games, however they are encouraged to use repeated addition for
questions, quizzes and tests. The chart is to be used as a last resort

Adapted from a template created by Dr. K. Roscoe

Adapted from a template created by Dr. K. Roscoe