Lesson 1: Multiplication as Repeated Addition

Lesson Overview: This lesson will review grouping objects and will introduce how to use
repeated addition to solve problems of equal groups.
Resources/Materials Needed:

Instructor
o Smartboard with projector
o Two-color counters
o Items in clear bags showing groups
o Paper for ELMO projector
o Microsoft PowerPoint Lesson: Introduction to Multiplication
o Access to BrainPop Jr. Videos online (Brain Pop Jr Math, 1999-2014)
o Smart Exchange Lesson: Repeated Addition (Smart Exchange, 2012)

Student
o 20 counters per pair
o Paper & pencil
o 1 number cube per pair

Lesson Standards:

3.M.1d: identify multiples of a given number and describe their characteristics

(Mathematic Standards, 2009)

Lesson and Performance Objectives:

Given paper and pencils, students will write multiplication sentences for equal group
situations with 100% accuracy.

Given counters, students will be able to model equal groups, use repeated addition, and
write multiplication sentences to find the total, with 100% accuracy.

Time: Approximately 2 hours

Step 1: Pre-instructional activities:

Teacher will set the purpose by stating: Today you will learn how multiplication is like
repeated addition and how you can use that information to solve problems.

Teacher will connect prior learning by asking students to name items that come in
packages that have more than 1 item in a package. Discuss and show items in bags.

Teacher will pose the following problem: Mr. Jones bought 3 boxes of crayons with 12
crayons in each box. Ask: How can you use counters to find the total number of crayons?

Distribute 20 counters per partnership. Students work in pairs to solve the problem, and
then discuss their methods. [36 crayons]

Teacher will point out that the problem can be solved using repeated addition.
o

[12 + 12 + 12 = 36] Write this on the board or use the ELMO.

Step 2: Content Presentation:

Teacher will present the following information: The problem about the crayons we just
solved is about equal groups so you can use multiplication to find the total.

Teacher will show the PowerPoint presentation: Introduction to Multiplication

Teacher will discuss what was learned from the presentation.

Teacher will stress the fact that multiplication can be done because the groups are equal.

Teacher will go over the following vocabulary words:

o Multiplication is a quick way to add the same quantity many times.
o Factors are the numbers that are multiplied together.

o Product is the answer in multiplication.

Explain: To learn more about making equal groups, we will watch a Brain Pop Jr. video
called Making Equal Groups.
o Have students come to the Smart board area
o Watch the video (5 minutes)
o Check for connections the students might have with the video by asking if there
has been a time when theyve had to make equal groups.
o Talk about how we use equal groups every day.
o Display the quiz at the end of the video and complete as a class (not for an
assessment score). Allow students to come up to the board and choose the correct
answers and discuss (about 10 minutes).

Show another Brain Pop Jr. video called Repeated Addition.

o Repeat the above directions for the video participation.
o Discuss and show how repeated addition is the beginning of using multiplication.

Teacher will then write problems for students to come to the Smart board and solve.
Show them how to make equal groups using counters and pictures, then show them how
to write an addition sentence and multiplication sentence for each problem.

Step 3: Learner Participation:

Teacher will excuse students to go back to their desks

Distribute paper, pencil, and counters per partnership

Students will do the following problems with their partner:

o There are 4 jars of paint in each of 3 boxes. Use counters to find the total number
of jars. Then, draw a picture and write both an addition sentence and
multiplication sentence to solve.
o Ms. Smith bought 5 packages of paintbrushes. Each package had 6 paintbrushes
in them. Use counters to find the total number of paintbrushes. Then, draw a
picture and write both an addition sentence and a multiplication sentence to solve.
o Teacher will guide students as they work and provide feedback.

Error Intervention: If students use the number of packages (or boxes) for the addition
sentence rather than the number of paintbrushes (or jars), do the following:
o Ask: Lets look at your counters that youve organized. How many packages or
boxes are there? How many (jars or brushes) were in each? Look at your picture
(correct if wrong). Add to find the total number. How many times did you add?
Why? Discuss

Early Finishers:
o Introduce a game: play with a partner, on each turn a student tosses a number
cube and draws that many circles. The student tosses again and draws that number
of Xs in each circle. The player states the multiplication sentence and gets the
same number of points as the product. The next player follows the same steps and
the first one to reach 100 points wins.

Step 4: Assessment:

The assignments done during the learner participation will be collected and used for
assessments to measure the students mastery of writing multiplication sentences,
modeling equal groups using counters, and finding totals.

After about 30 minutes of practicing with the counters and drawing pictures, the teacher
will collect supplies and distribute an assessment with a few questions involving number
sentences and one question asking for a written explanation.
o Written explanation question: In what ways are addition and multiplication alike?
In what ways are they different? Explain your thinking.

Step 5: Follow-through Activities:

Discuss with the class when they might use repeated addition in the real world. Discuss
how using multiplication is quicker and easier once youve learned the facts.

Review the three vocabulary words and discuss.

Teacher will ask students to watch for situations at home and shopping where they notice
repeated addition and multiplication are used.
o Students are to make a list of at least three situations of the above examples.
o Be prepared to share these with your group during the beginning of the math
lesson the next day.

Teacher will have the class participate in the Smart Exchange Lesson: Repeated Addition,
to review what was learned in the days lesson.

Integration into the next days lesson:

o Discuss with your group the situations you observed after school.
o Each group will choose one example to share with the class.
o Teacher will ask four-five students to share with the class.