| 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 2 digit x 2 digit |
| What length (min) | 45 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | Victorian , Australia |
| 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 | 6 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Multiplication: 2-Digit x 2-Digit
Year 3 (Ages 8-9)
Mathematics
20 Students
This lesson aligns with the Victorian Curriculum for Mathematics, specifically focusing on the proficiency strands of understanding, fluency, problem-solving, and reasoning, along with the content description for multiplication operations.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Introduce the topic of multiplication, providing a brief explanation and relevance. |
| 2 | Explanation of Method | 10 | Demonstrate how to solve 2-digit by 2-digit multiplication problems on the whiteboard. |
| 3 | Group Activity | 10 | Divide students into small groups of 4. Provide worksheets with problems for group solving. |
| 4 | Physical Activity Break | 5 | Engage students in a quick physical activity, such as stretching or a simple game. |
| 5 | Individual Practice | 5 | Hand out printable cards. Students fill in cards with multiplication problems. |
| 6 | Random Checking | 5 | Collect or randomly check the cards to see which answers students provided. |
| 7 | Conclusion & Reflection | 5 | Review key concepts of the lesson, ask students to share their thoughts without presenting. |
Assign a set of 5 multiplication problems for students to complete at home. Collect the homework in the next class without presentations.
"Good morning, class! Today we're going to dive into the exciting world of multiplication, specifically focusing on multiplying 2-digit numbers by 2-digit numbers. Can anyone tell me why multiplication is important? (Pause for responses) That's right! It helps us solve all kinds of problems quickly and efficiently. By the end of our lesson today, you’ll be able to tackle larger multiplication problems with confidence. Let’s get started!"
"Now, let’s look at how we can multiply 2-digit numbers together. Watch me on the whiteboard as I demonstrate.
Let’s say we want to multiply 23 by 45. First, I’ll break it down using the area model. (Write down the problem and demonstrate the area model, showing each step clearly.)
Now, let’s complete these calculations together. (Perform the calculations, prompting students to help along the way.) After that, we will add all our results to get the final answer. Who can tell me the final result? (Pause for response) Great job!"
"Now it’s time to practice in groups! I want everyone to get into small groups of four. Please combine your desks and take a look at the worksheets I’ve handed out. Each group will work together to solve the multiplication problems provided. Remember to use the method we just discussed! I will walk around to see how you’re doing and provide help if needed. You have 10 minutes for this activity. Let’s see those teamwork skills in action!"
"Alright, everyone! You've been working hard, and it’s time for a quick break to get our bodies moving! Let’s clear a bit of space and do some stretching. Follow my lead: reach for the sky and then touch your toes. Now, let’s do a fun quick game! How about a quick round of ‘Simon Says’? I will lead it! (Engage in a short game for about 5 minutes.) Great job everyone! Now, let’s settle back down to work."
"I hope you all enjoyed that break! Now, I’ll be handing out printable cards for you to fill in with some multiplication problems. You’ll get a chance to practice solving these on your own. Take your time and remember the area model if you need it. You’ll have 5 minutes to complete these problems. Ready? Go!"
"Now that everyone has finished, I’d like to randomly check some of your cards to see how you’re doing. I might call on a few students to share their answers. Let’s see how many of you got the correct answers! (Walk around, collect cards, and engage with students about their answers.)"
"Great work today, everyone! Let’s wrap up what we learned. We talked about how to multiply two 2-digit numbers using the area model, and we practiced both collaboratively and individually. I’d love to hear your thoughts! Could anyone share what part of the lesson they found most helpful? (Encourage students to share their reflections without the need for presentations.) Thank you for sharing!"
"Before you go, remember that for homework, I’d like you to complete a worksheet with 5 multiplication problems. Bring it back to the next class for me to collect. Have a great day!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to multiplication |
| - Importance of multiplication in problem-solving | ||
| - Goals for today's lesson | ||
| 2 | {Image: Whiteboard with area model} | - Explanation of multiplying 2-digit numbers |
| - Example: 23 x 45 using the area model | ||
| - Break down numbers: 23 = 20 + 3, 45 = 40 + 5 | ||
| - Steps to create the grid for calculations | ||
| 3 | {Image: Students working in groups} | - Group activity: Practice in small groups |
| - Importance of collaboration | ||
| - Worksheet practice using the area model | ||
| - 10-minute group work | ||
| 4 | {Image: Class stretching} | - Physical activity break: Importance for focus |
| - Stretching exercise: Reach for the sky, touch toes | ||
| - Quick game of 'Simon Says' | ||
| 5 | {Image: Student completing a worksheet} | - Individual practice: Printable cards with multiplication problems |
| - Encouragement to use the area model | ||
| - 5 minutes to complete problems | ||
| 6 | {Image: Teacher checking student work} | - Random checking of student answers |
| - Engaging with students about their solutions | ||
| - Summary of the lesson and reflection | ||
| - Homework assignment: Complete worksheet with 5 problems |
| Question | Answer |
|---|---|
| What is the first step we take when multiplying 2-digit numbers using the area model? | |
| How do we break down the numbers 23 and 45 for multiplication? | |
| Can you name one of the products we calculate when using the area model for 23 and 45? | |
| What do we do with the results from each section of the area model? | |
| Why is it important to understand how to multiply larger numbers? | |
| How did teamwork play a role in our group activity today? | |
| What physical activities did we do to take a break during our lesson? | |
| How long were we given to practice individual multiplication problems with the cards? | |
| What was the purpose of the random checking of cards after the individual practice? | |
| Can anyone share what they found most helpful about today’s lesson on multiplication? | |
| What should we remember to do for homework after today’s lesson? |
Can someone explain how we can break down 58 multiplied by 32 using the area model? What are the steps involved?
If we switched the numbers around and multiplied 32 by 58 instead, would we get the same result? Why or why not?
Imagine you have a garden that is 12 meters wide and 14 meters long. How could the area model help you find the total area of the garden in square meters?
Why do you think it's beneficial to use the area model for multiplying larger numbers compared to traditional multiplication methods?
Can you come up with a real-world scenario where you would need to multiply two 2-digit numbers? How would you approach solving that problem using the techniques we discussed today?
Here’s a list of simple physical exercises formatted in Markdown:
Let's stretch and move around,
In our classroom, stand your ground.
With a little fun, we’ll energize,
Getting up is a great surprise!
Reach for the sky, stretch up high,
Now touch your toes, oh me, oh my!
Twist to the left, then to the right,
Wiggle around, let’s feel the light.
Jump in place, one, two, three,
Now let’s spin, just like a bee!
Run in place, fast and slow,
Bounce like a ball, let the energy flow.
Clap your hands, stomp your feet,
Let’s make this break a fun little treat!
Take a deep breath, let it out,
With these exercises, there’s no doubt!
Now settle down, let’s get back,
With minds and bodies ready, we’re on track.You can use this playful approach to encourage students to participate actively during the physical activity break in your lesson plan.