UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Natalie Reeves PSMT Name: Mrs. McKenzie

Lesson Plan Intro to multiplication Lesson Plan Topic: Multiplication
Title:
Date: 9/28 Estimated Time: 1 hr 10 min
Grade Level: 3rd School Site: Martinez

1. State Standard(s):

3.OA.A.1
Represent and solve problems involving multiplication and division.

1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5
groups of 7 objects each. For example, describe a context in which a total number of objects can
be expressed as 5 × 7.

2. Teaching Model(s):

Cold call

No opt out

2. Objective(s):

SWBAT use resources and reasoning to complete multiplication problems from 0-3.

4. Materials and Technology Resources

Computer
Projector
Circle cutouts (36 per student)
Beans or M&Ms
Construction paper
Elmo
Laminated multiplication sentence page
Pocket multiplication chart

5. Instructional Procedures:
a. Motivation/Engagement: 10min
T: Today we are talking about multiplication! You all can do a very important skill that will
make multiplication much easier! Do you know what it is? Talk to your shoulder partner for two
minutes and see if you can figure it out!

S: encourage student answers

S: addition

T: When we talk about multiplication we are talking about combining groups of numbers.

T: Call on 6 students to come up to the board and separate them into 2 groups of 3.

Ask the class how many groups we have.

How many people are in each group?

What is the total number of people?

S: 2 groups of 3 people for a total of 6 people

(Teacher will use the WB to represent the groups too)

Call 3 more students to the front and make an additional group of three.

Ask the class how many groups we have now.

How many people are in each group?

What is the total number of people?

S: 3 groups of 3 for a total of 9 people

(Teacher will use the WB to represent the groups too)

Call three more students to the front and add one more student to each group so that there are
now 3 groups with 4 people

Ask the class how many groups we have now.

How many people are in each group?

What is the total number of people?

S: 3 groups with 4 people for a total of 12 people.

(Teacher will use the WB to represent the groups too)

Ask all students to return to their desks

T: All that we are doing when we multiply is adding groups of numbers together. Say it with me!
S: Multiplying is adding groups of numbers together.

b. Developmental Activities or Learning Experiences:

Whole class (45min)

Students will need-
Bag of beans
Bag of circles
Construction paper
Laminated multiplication sentence sheet
Expo marker
W.B. eraser

At desks pass out all the materials

(material managers)
(bag, laminated number sentence page, multiplication chart, expo)

T: Remove two circles from the bag and place them on your construction paper. These circles
are going to represent groups.

T: Write the number 2 in the groups column of your chart.

T: Now we are going to put 3 beans in each circle.

T: 3 represents the number being multiplied. Write a 3 in the number column of your chart.

T: How many beans do we have all together?

S: 6

T: How would we say this multiplication sentence.

S: 2 x 3 = 6
S: Two groups times three beans in each group equals six altogether.

T: Let’s do another problem together.

The teacher will pull out 4 circles and 8 beans to model on the projector and ask the students to
do the same and fill in their multiplication sentence sheet with the correct number of groups,
beans and the total with their shoulder partner.

T: With your shoulder partner model and write the problem on the projector.
T: Volunteer a group to come up and talk the class through their process.
S: 4 X 2 = 8
We have 4 groups with two in each group giving us 8 as a product

T: Can we switch the 8 and 2 to 2 and eight and still get the same answer?
T: You try and let me know.
S: Yes, it has more groups with fewer numbers in each group.

T: Let’s look at the number 0.

T: What would happen if I had 9 x 0?
T: How would we model that with our beans and groups?
S: We would have nine groups but there would be nothing in them making the number 0.
T: Let’s try 1 x 8 =
T: Use your groups and beans and write the multiplication sentence.
T: When you’re done touch your nose and I’ll come around and check

T: We are going to do some more problems in groups.

T: On the board I will put up a few questions and you will do them with the person sitting next to
you.

c. Closure: 15min

3 times table song

https://www.youtube.com/watch?v=9XzfQUXqiYY

T: I also want to show you what a times table chart is. You will all get one to keep for
yourself. This chart is meant to help you but it is very important that you memorize your
times tables because it will help you as you get into harder math.

Teacher will do a couple examples so that students are clear on how the chart is used

Pass out exit tickets

T: I need to know what you know so that I know where to go from here. Your exit ticket
is independent work but you can use anything that we have used today to help you.

d. Extension:

Multiplication Tic Tac Toe and or complete the blank multiplication chart

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Students will work in groups and have time to collaborate with peers, video, manipulatives,
independent work time, physical modeling.

7. Assessment and Evaluation of Learning:

 a. Formative: Class discussion

b. Summative: Exit ticket

8. Homework Assignment: N/A

For the future-

I would ask students to pick three multiplication facts that were tricky for them today and write
them on an index card to be practiced and memorized.

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights:
Multiplication Tic Tac Toe

Name______________________
The person with more siblings starts!

1. Choose a multiplication question to answer

2. If you get the answer correct put a star in the box
3. If you get it wrong it’s your partners turn
4. The first person with three in a row wins

2X1 4X3 3X5

2X3 1 X 12 2X6
5X2 2 X 10 4X2

1X4 2X3 3X8

7X3 10 X 2 2X4
3 X 10 2X6 5X2
 x =

Groups # in each group Product

 Exit Ticket Exit Ticket
How many students are in the class? How many students are in the class?

______ x ______ =________ ______ x ______ =________

# of Total # of Groups # of Total # of
Groups
students in students students in students
each group each group

Exit Ticket Exit Ticket

How many students are in the class? How many students are in the class?

______ x ______ =________ ______ x ______ =________

# of Total # of Groups # of Total # of
Groups
students in students students in students
each group each group
 Complete these problems with a partner!

3x8= 1x9=

4x2= 0x4=
2 x 12 = 2x9=