| 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 2 (Ages 7-8)
Mathematics
20 students
30 minutes
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Multiplication | 5 minutes | Explain the concept of multiplication as repeated addition. Use visual aids to illustrate. |
| 2 | Group Activity | 10 minutes | Distribute printable multiplication cards. In pairs, students fill in the cards while discussing. |
| 3 | Hands-on Practice | 10 minutes | Use counters or manipulatives for demonstrating multiplication problems. Students work in pairs. |
| 4 | Random Checking | 3 minutes | Collect the cards and randomly check some to ensure understanding. Provide feedback without presentations. |
| 5 | Wrap-Up and Practice | 2 minutes | Review key points. Distribute worksheets for later practice at home. |
This lesson corresponds with the Australian Mathematics Curriculum for Year 2, focusing on understanding and applying multiplication concepts.
"Good morning, class! Today, we are going to explore an exciting new topic: multiplication! Can anyone tell me what multiplication means? That's right! Multiplication is a way of adding the same number many times. So, if I have 3 groups of 2 apples, instead of saying '2 + 2 + 2', I can simply say '3 times 2'.
To help us understand this better, look at the visual aids we have here on the board. (Show posters or charts on multiplication as repeated addition.) Each group on the poster shows how we can write addition as multiplication. For example, if we see 4 + 4 + 4, we can say it’s 3 times 4. Let's remember, multiplication is like a shortcut for adding the same number again and again!"
"Now, let's have some fun with a group activity! I'm going to hand out printable multiplication cards to each of you. Please pair up with someone next to you.
Each card has a different multiplication problem that you will need to work on together. As you fill in your cards, I want you to talk with your partner about how you arrive at your answers. Don't forget to think about the repeated addition concept we just discussed.
(Distribute the cards) You will have 10 minutes to complete this activity. Ready? Go!"
"Great job with the cards, everyone! Now, let’s get some hands-on practice using counters. I would like each pair to grab some counters or manipulatives from the table.
(Allow time for students to grab manipulatives.)
Let's demonstrate a multiplication problem with the counters. For example, if we are doing 2 times 3, how would we show that with our counters? Yes! We would put 3 counters into 2 separate groups. You could also see it as adding 3 + 3.
Now, with your partner, take turns creating and solving your own multiplication problems using the counters. I will walk around and help if you need it. You have 10 minutes for this activity!"
"Okay, everyone, let's gather back together! I will now collect your multiplication cards. As I go through them, I will randomly check a few to see how well you've understood the concept.
(Collect the cards and check a few.)
I will provide feedback but won't be presenting all the answers. If you got something wrong, don’t worry! This is all about learning together. If you have any questions on the problems you did, feel free to ask me, and let’s discuss them."
"Fantastic work today, everyone! Before we end the lesson, let’s recap what we learned. Who can remind us of what multiplication means? Exactly! It’s repeated addition. And remember, we practiced some cool activities that helped us understand how to use counters and work together in pairs to solve problems.
Now, I have some worksheets for you to take home, which you can use for extra practice. You’ll need to complete these for homework. We will check your work in our next class. I hope you all have a fantastic day, and keep practicing your multiplication!"
| Question | Answer |
|---|---|
| What does multiplication represent in terms of addition? | |
| Can you give an example of how to express repeated addition as multiplication? | |
| How many groups of apples do we have if we say "3 times 2"? | |
| What is the equation for 4 + 4 + 4 in multiplication terms? | |
| Why do we use multiplication instead of repeated addition? | |
| How do you demonstrate 2 times 3 using counters? | |
| What did you learn during the group activity with multiplication cards? | |
| How can you check if your understanding of multiplication is correct? | |
| What is a key concept we emphasized during today’s lesson? | |
| What materials did we use to practice multiplication with hands-on activities? |