| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | multiplication |
| What length (min) | 30 |
| What age group | Year or Grade 2 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Multiplication
Year/Grade 2
Mathematics
20 students
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Multiplication | 5 | Introduce the concept of multiplication using real-life examples (e.g., 3 groups of 2 apples). Use visual aids to show repeated addition. |
| 2 | Demonstration | 10 | Demonstrate multiplication on the whiteboard. Solve several problems with the class, involving students in answering. Show how multiplication can be represented through arrays. |
| 3 | Printable Card Activity | 5 | Distribute printable multiplication cards to each student. Explain what they need to fill out (e.g., multiplication facts). Provide support as needed. |
| 4 | Guided Practice | 5 | In pairs, have students practice multiplication problems using counters. Circulate around the room to assist and check understanding. |
| 5 | Collect & Check Work | 3 | Collect the filled printable cards. Conduct a random check of a few to assess understanding without requiring students to present. |
| 6 | Assign Homework | 2 | Assign homework related to multiplication (to be completed independently). Brief students on the importance of practice. |
| 7 | Review and Closure | 2 | Recap the key points from the lesson. Answer any remaining questions and encourage students to ask about multiplication in everyday contexts. |
“Good morning, class! Today, we’re going to explore a new concept in maths: multiplication! Can anyone tell me what multiplication means?”
(Pause for responses)
“Right! Multiplication is like adding the same number again and again. For example, if I have 3 groups of 2 apples each, can anyone help me see how many apples I have in total?”
(Encourage students to respond)
“Exactly! That’s 2 + 2 + 2, which equals 6. So we can say that 3 multiplied by 2 equals 6, or we can write it as 3 x 2 = 6. Let’s visualize this together.”
(Draw 3 groups of 2 apples on the whiteboard to illustrate)
“Look how we can count them by twos! Multiplication is repeated addition. Let’s remember that as we move through our lesson today!”
“Now let’s see some multiplication problems together. I’ll write a multiplication problem on the whiteboard: 4 x 3. Who can tell me what that means in terms of addition?”
(Wait for responses and guide students towards the answer: 3 + 3 + 3 + 3)
“Great job! That’s 3 added together four times. So, let’s solve it. How much is that?”
(Encourage students to answer: 12)
“Right! So, 4 x 3 = 12. Now let’s try another one: 5 x 2.”
(Have students respond and show their understanding)
“Wonderful! Let me show you how we can also represent multiplication using arrays. Look at this example.”
(Draw a 5 row by 2 column array on the board)
“Can everyone see how this works? Let’s solve a couple more problems together!”
“Next up, I’m going to give each of you a printable multiplication card. On these cards, you will fill in some multiplication facts. For example, you might write 2 x 4 = ?”
(Distribute the cards to students)
“Take your time to fill them out. Remember, you can use addition to help you! If you need assistance, just raise your hand, and I’ll come around to help you.”
“Now, let’s practice what we’ve learned! I want you to pair up with a partner and grab some counters from the table. You will use the counters to solve multiplication problems. For example, if I say 3 x 2, how will you show that with your counters?”
(Allow time for pairs to work together)
“Remember to count out three groups and put two counters in each group. I’ll walk around while you work and help if you need it.”
“Time’s up! Please bring your multiplication cards to the front. I’m going to collect them for a quick check. Don’t worry, just a few of you I will randomly check to see how you did, so no pressure!”
(Briefly look over printed cards to assess understanding before moving on)
“Great work, everyone! If I ask you, can you explain to me what you did?”
“Before we finish, I’d like to assign some homework. Your task is to practice multiplication problems at home. You can use the multiplication facts you’ve learned today. Remember, practice is key to getting better at multiplication!”
(Hand out homework sheets)
“If you have any questions when doing your homework, you can ask me tomorrow!”
“Now let’s recap what we learned today. We discovered that multiplication is repeated addition, and we practiced it using arrays and counters. Does anyone have any questions?”
(Pause for questions)
“Thank you for your great participation today! Remember, multiplication is all around us, so keep an eye out for it in your daily life, like in cooking, shopping, or playing games! See you all in our next lesson!”
What does multiplication mean? Explain it in your own words.
If you have 4 groups of 3 bananas, how can you represent this using addition? What is the total number of bananas?
Write down the multiplication problem for the following scenario: You have 5 boxes with 2 toys in each box.
Draw an array to represent the multiplication problem 3 x 4. How many squares are in total?
Using your multiplication card from class, write down three multiplication facts and solve them.
Take a scenario where you can use multiplication in your daily life (e.g., shopping, cooking). Describe it in a few sentences and write a corresponding multiplication equation.
Pair up with a family member or friend at home and practice using counters to demonstrate both the group arrangement and the total for the following multiplication: 2 x 5. Write down what you did.
Create a short story problem that results in the multiplication problem 6 x 2. Write down the answer as well.
Reflect on the lesson. What was the most interesting thing you learned about multiplication today?
How can knowing multiplication help you in everyday activities? Give at least two examples.
| Question | Answer |
|---|---|
| What is the definition of multiplication? | |
| How can we visually represent multiplication using arrays? | |
| If I have 3 groups of 4 apples, what multiplication statement can we write? | |
| What does the multiplication problem 5 x 3 mean in terms of addition? | |
| Can you explain how to use counters to show a multiplication problem? | |
| What is the result of 6 x 2? | |
| Why is it important to practice multiplication? | |
| How can we relate multiplication to everyday situations? | |
| What was the last multiplication problem we solved together? | |
| Can anyone give an example of repeated addition? |