| 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 | concetputal understanding multiplication |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 24 |
| What curriculum | Eureka Math |
| 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 |
Mathematics
Grade 3
30 minutes
24
Aligned with Eureka Math
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Multiplication | 5 minutes | Begin with a brief review of addition. Introduce multiplication as repeated addition. Use a real-life example (e.g., 4 bags with 5 apples each) to explain the concept. |
| 2 | Visual Representation | 10 minutes | Use manipulatives to create arrays. Have students form groups to make arrays representing given multiplication problems (e.g., 3 x 2) using counters to visualize the concept. |
| 3 | Guided Practice | 5 minutes | Work through a few examples as a class. Show how to write multiplication equations based on the arrays created. Use the whiteboard for interactive participation. |
| 4 | Independent Practice | 5 minutes | Distribute worksheets with multiplication problems and word problems. Allow students to complete them individually, providing help as needed. |
| 5 | Review and Closure | 5 minutes | Recap key concepts learned during the lesson. Ask students to share one thing they learned about multiplication. Explain homework without requiring presentations. |
Students will complete a set of multiplication problems focusing on the concept of repeated addition, as well as a few word problems related to everyday situations. Homework will be collected for review but not presented in front of the class.
After the lesson, consider what went well and what could be improved for future lessons. Note students’ engagement levels and understanding of the concept of multiplication.
"Good morning, class! Today, we are going to dive into an exciting topic in math called multiplication! But before we do that, let's quickly review addition. Can anyone tell me what addition means? Great! Addition is when we combine two or more numbers to find a total. Now, multiplication is very much like addition, but it helps us add groups of the same size quickly.
For example, if I say I have 4 bags with 5 apples in each bag, how can we find out the total number of apples? We could add 5 + 5 + 5 + 5, which gives us 20. But with multiplication, we can simply say 4 times 5, or 4 x 5, which also equals 20! Does that make sense?
Let’s remember: multiplication is just repeated addition."
"Now, I want us to get a little hands-on with multiplication! I will give each group some counters. Your task is to create an array that represents a multiplication problem.
For example, let’s start with 3 x 2. Each group will arrange your counters in rows and columns to create an array. For 3 x 2, you will have 3 rows with 2 counters in each row.
You have 10 minutes to work together and create your arrays. Once you are done, we will share what you created with the class. Ready, set, go!"
"Fantastic job on your arrays, everyone! Now, let's bring our arrays back to life on the whiteboard. Let's take the example 3 x 2. Who can tell me how many counters are in your array? Yes, that’s right! There are 6 counters.
So how do we write that as a multiplication equation? Exactly, we write it as 3 x 2 = 6. Let's try a few more together.
Next, how about 2 x 4? Can anyone create that? Yes, you would have 2 rows with 4 counters in each! Now let's write it down. How do we express that in multiplication? Perfect! 2 x 4 = 8. I want everyone to participate and help me form these equations based on the arrays we created."
"Now it’s your turn to show what you've learned! I’m passing out worksheets with both multiplication and word problems. Take your time, read the problems carefully, and solve them on your own. Remember, if you need help or have any questions, just raise your hand, and I’ll come to assist you. You have 5 minutes to work on this. Go ahead and begin!"
"Alright, time's up! Let's meet back together and review what we learned today about multiplication!
Can someone remind us how multiplication is related to addition? Yes, we can think of multiplication as adding groups together.
Now, I want each of you to share one thing you learned about multiplication today. It can be about how to solve a problem, or what an array looks like.
Thank you for your contributions! Before we wrap up, I want to explain your homework. You will be completing a set of multiplication problems focusing on repeated addition and a few related word problems. We'll collect these, but you won’t have to present them in class.
Thank you for a great lesson today, class! Remember, multiplication is a fun way to make adding groups easier!"