| 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 | Mutiplication |
| What length (min) | 45 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | FLorida BEST access point |
| 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
Appropriate for all grade levels
Mathematics
45 minutes
20 students
Corresponds to the Florida BEST Access Points
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Homework Review | 10 mins | A few students present their homework in front of the class. Engage peers with questions. |
| 2 | Introduction to Topic | 5 mins | Introduce the concept of multiplication as repeated addition with examples. |
| 3 | Group Activity | 10 mins | Divide students into groups. Each group completes a multiplication worksheet collaboratively. |
| 4 | Physical Activity Break | 5 mins | Lead a quick physical activity or game to energize students. |
| 5 | Distribute Printable Cards | 5 mins | Hand out multiplication cards that students will fill out during the lesson. |
| 6 | Independent Practice | 5 mins | Allow students to fill out their multiplication cards. |
| 7 | Random Check | 3 mins | Collect or randomly check the filled-in cards to assess understanding. |
| 8 | Assign Homework | 2 mins | Explain the homework assignment related to multiplication concepts. |
This lesson emphasizes interactive and collaborative learning while covering essential multiplication concepts and engaging students in physical activity. Each step is designed to align with the Florida BEST Access Points, ensuring students' learning needs are met.
"Good morning, class! Let's start by reviewing the homework from last time. I'd like a few volunteers to come up and present their work. Remember, this is a great opportunity to share your understanding with your classmates. Who would like to go first?"
[Allow time for students to volunteer and present their homework. After each presentation, encourage peers to ask questions.]
"Thank you for sharing, everyone! Great job! Are there any questions about the homework? Remember, it's okay to ask for clarification if you're unsure about something."
"Now that we've reviewed our homework, let’s dive into today’s topic: multiplication. Does anyone know what multiplication means? Yes, it’s often thought of as adding a number over and over again.
For example, if I say 3 times 4, we can think of that as adding 3 four times: 3 + 3 + 3 + 3.
So, what do you think the answer is? Correct, it’s 12! This is how we can understand multiplication as repeated addition."
"Now it's time for a fun group activity! I’m going to divide you into groups of four. Each group will receive a multiplication worksheet. Work together to complete the problems, and don’t hesitate to discuss your thoughts and strategies.
I’ll give you 10 minutes for this activity. Remember to share your ideas and help each other out!"
[As students work, circulate around the room to provide support and guidance.]
"Alright, everyone! Let’s take a quick break to stretch our legs and get our bodies moving. Stand up, and follow my lead! We’re going to do a short game of 'Multiplication Freeze Dance.'
When the music plays, dance around! But when I say a multiplication problem, freeze and show me the answer using your fingers. Ready? Let's go!"
[Play music and guide the students through the activity. Use multiplication problems intermittently to stop the music.]
"Great job on the physical activity, everyone! Now, I have some multiplication cards for each of you. These cards have a series of multiplication problems that you will fill out.
Please take one card per person and make sure you have your name on it. We’ll use these throughout the lesson."
"Now it’s time for you to fill out your multiplication cards. You’ll have 5 minutes to complete them on your own. Try your best and remember, you can think of multiplication as repeated addition to help you."
[Allow time for independent practice.]
"Okay, pencils down! I’m going to do a random check of your cards. I’ll call out a few names, and I’d like you to come up and show me your work. Don’t worry if you got some wrong; I just want to see how you approached the problems."
[Call on students at random and give feedback.]
"Fantastic work today, everyone! Before we end class, let’s talk about your homework for the next time we meet. You’ll have a worksheet that reinforces the multiplication concepts we learned today.
Make sure to practice and remember that multiplication can be understood as repeated addition. If you have any questions, feel free to ask me before you leave."
"See you all next class, and keep practicing those multiplication facts!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: Students presenting in class} | - Homework Review |
| - Volunteers present their work | ||
| - Encourage questions and discussions | ||
| 2 | {Image: A whiteboard with multiplication examples} | - Introduction to Multiplication |
| - Definition: multiplication as repeated addition | ||
| - Example: 3 times 4 as 3 + 3 + 3 + 3 = 12 | ||
| 3 | {Image: Students collaborating on worksheets} | - Group Activity |
| - Divide into groups of four | ||
| - Work together on multiplication worksheet | ||
| - Discuss thoughts and strategies | ||
| 4 | {Image: Students dancing in a classroom} | - Physical Activity Break |
| - 'Multiplication Freeze Dance' game | ||
| - Dance when music plays, freeze on multiplication problems | ||
| 5 | {Image: Students receiving multiplication cards} | - Distribute Printable Cards |
| - Each student takes one card with multiplication problems | ||
| - Name on card for identification | ||
| 6 | {Image: Student working on a card} | - Independent Practice |
| - Fill out multiplication cards independently | ||
| - Use repeated addition to solve problems | ||
| 7 | {Image: Teacher checking students' work} | - Random Check |
| - Randomly call students to show work | ||
| - Provide feedback and encouragement | ||
| 8 | {Image: A homework assignment sheet} | - Assign Homework |
| - Worksheet reinforcing multiplication concepts | ||
| - Encourage practice and questions before leaving |
Define multiplication in your own words. How is it related to addition?
If you have the multiplication problem 5 times 3, write it out as repeated addition.
Solve the following multiplication problems:
a) 6 × 4
b) 7 × 2
c) 8 × 5
Explain how you can use arrays to visualize the multiplication problem 3 × 5.
Write a real-world scenario that can be solved using multiplication. Provide the numbers involved and the multiplication equation.
Complete the following sentences:
a) 9 × 0 = __
b) 1 × 7 = __
c) 4 × 10 = __
What is the product of 12 and 6? Describe one strategy you used to find the answer.
Create a multiplication word problem similar to the one you wrote in question 5, but this time use the numbers 2, 4, and 5.
Explain why multiplication is sometimes easier than repeated addition, giving an example.
Practice the following multiplication facts and write them out from memory:
a) 3 × 6
b) 4 × 7
c) 5 × 9
Multiplication is a mathematical operation that combines equal groups of numbers. It is related to addition as it can be seen as adding a number multiple times.
5 times 3 can be written as 5 + 5 + 5 = 15.
a) 6 × 4 = 24
b) 7 × 2 = 14
c) 8 × 5 = 40
You can visualize 3 × 5 with an array that has 3 rows and 5 columns, showing a total of 15 squares.
For example, "I bought 4 packs of cookies with 6 cookies in each pack. The equation is 4 × 6 = 24."
a) 9 × 0 = 0
b) 1 × 7 = 7
c) 4 × 10 = 40
The product of 12 and 6 is 72. I counted in groups of 12 until I reached 72.
"If I have 2 bags with 4 apples in each bag, then I can write the multiplication as 2 × 4 = 8."
Multiplication can be easier than repeated addition because it provides a quicker way to find the total with larger numbers. For example, instead of adding 5 + 5 + 5 + 5 + 5, you can just calculate 5 × 5 = 25.
a) 3 × 6 = 18
b) 4 × 7 = 28
c) 5 × 9 = 45
| Question | Answer |
|---|---|
| What is multiplication often thought of as? | |
| How can we represent 3 times 4 using addition? | |
| What is the result of multiplying 3 and 4? | |
| How will we work together in the group activity? | |
| What will we do during the physical activity break? | |
| What will you receive to help you practice multiplication problems? | |
| How long do you have for independent practice with your multiplication cards? | |
| What should you remember about multiplication while working on your cards? | |
| How will the random check of your work be conducted? | |
| What is your homework for the next class? |
Can anyone give me a real-life example where you might use multiplication as repeated addition, like we talked about?
If multiplication is like adding the same number multiple times, how would you express 5 times 2 using addition?
What's a fun way to remember the multiplication facts for numbers 1 through 10?
Can someone explain how grouping can help us understand multiplication better?
If I have 4 groups of 6 apples, how many apples do I have in total? Can anyone show me how they would calculate that using multiplication?
Sure! Here's a list of simple physical exercises formatted as a markdown document:
Jump up high, reach for the sky,
Touch your toes and wave goodbye.
Spin around, a dance so free,
Wiggle your arms, come move with me!
Run in place, go fast, go slow,
Side to side, let your spirit flow.
Clap your hands; now stomp your feet,
March in rhythm, feel the beat.
Stretch up tall like a sturdy tree,
Bend down low – don’t forget to breathe!
Stand on one foot, hold it tight,
Switch to the other, balance feels right.
Do the twist, shake your hips,
Dance a little, let it rip!
With a hop and a skip, jump the line,
Fitness with fun is simply divine! Feel free to use these exercises as a fun way to engage your students!