1

Lesson Title: Multiplication Facts

Grade: 5
Class/Subject: Math
Unit: Multiplication
Lesson Duration: 70 minutes

OUTCOMES FROM 2013 MINISTERIAL ORDER: Cross-curricular Competencies

Outcomes (a to j from M.O.):
(a) know how to learn: to gain knowledge, understanding or skills through experience,
study, and interaction with others
(b) think critically: conceptualize, apply, analyze, synthesize, and evaluate to construct
knowledge
(d) manage information: access, interpret, evaluate and use information effectively,
efficiently, and ethically

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Number – Develop number sense

Specific Learning Outcomes:

N5-3 apply mental mathematics strategies and number properties in order to understand and
recall basic multiplication facts (multiplication tables) to 81 and related division facts
N5-4 apply mental mathematics strategies for multiplication

OUTCOMES stated in learner friendly language

Students will:
● Understand, recall, and apply multiplication and related division facts to 9x9

ASSESSMENTS
Pre-assessment (prior Formative: observation, Summative (if applicable):
knowledge) (if applicable): demonstration, Q&A
“What should we be
looking for while trying to
solve multiplication
problems?”

LEARNING RESOURCES CONSULTED

Resource #1: Edmonton Public Schools. (nd.). Multiplication and Division [Workbook].
Resource #2: Multiplication Songs [PDF file]. Retrieved from
https://www.nhsd.k12.wi.us/faculty/mgrupe/musicandmath/Multiplication%20Songs.pdf
Resource #3: Make Math Stick – Math Game for Kids. (2016). In No Time For Flash Cards.
Retrieved November 19, 2019, from https://www.notimeforflashcards.com/2016/08/math-
game-for-kids.html

MATERIALS AND EQUIPMENT

● PowerPoint
● Multiplication songs
 2

● Whiteboards
● Workbooks

LESSON PROCEDURE
Student Differentiation:
Provide students with a
number of different tips
and tricks for solving basic
multiplication facts. These
different tips and tricks will
ensure that audio, visual,
and kinesthetic learners
will all have something to
work with.

Introduction (5 min.)

Hook/Attention Grabber: “Yesterday we started our multiplication unit. What should we be

looking for as we work through multiplication problems?” Start off with a brief discussion about
using patterns to solve equations, and how multiplication problems can be solved through
patterns.

Transitioning from Hook to Body: Hand out whiteboards to students. Start working through
the multiplication facts.

Body (25 min.)

Learning Activity #1: Multiplication Songs & Tips/Tricks

Introduce students to the multiplication songs (3’s to 8’s). Sing these songs with the class to
help reinforce their knowledge of single digit multiplication. Provide students with tips and
tricks for solving multiplication problems (3’s, 4’s, 6’s, 7’s, 8’s).

Learning Activity #2: Practice Questions

Have students work through the practice questions on the SMART board on their
whiteboards. Look for patterns as students work through the problems.

Learning Activity #3: Multiplication Workbook

Once students have worked through all of practice questions from the PowerPoint slides,
have them start working through the first few pages of their multiplication workbooks (single
digit multiplication, multiplication by 10’s).

Closure (5 min.)

Feedback From Students on Learning: Use student observation, class discussion, and
informal check-ins during class to assess student learning. Check students’ work to ensure
they are understanding the class material.
 3

Transition To Next Lesson(s): “Today we finished working through our basic single digit
multiplication facts. Next class, we will start looking at how to estimate multiplication
products.”

Reflections on lesson:
What went well:
Students got lots of practice and were able to reinforce their understanding of the basic
multiplication facts. Students were engaged and participating in the songs and practice
activities. The problems and math facts we went over today were a continuation form the
previous day’s lesson, so learning was properly scaffolded for students. We were also able to
get a start on our workbooks and apply what we learned to the problems presented in the
workbook.

What can be improved upon:

Being more firm with students. Some of them were chit chatting while I was talking, which I
need to crack down on to keep control of my classroom. I need to eliminate these distractions
to create a better learning environment for my students.

Describe how the students met the lesson objectives:

Students developed understanding of their math facts up to 9x9. They worked through plenty
of practice problems, helping to reinforce what they learned over the last two lessons.