Lesson Plan Template
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Grade
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Subject
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Section
Third
Math
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Competency
RI.3.1
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Aligned Standards
Operations and Algebraic Thinking
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Strand
3.OA.A.3
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Vocabulary
Multiplication: The process of combining equal groups to find the total.
Array: A visual representation of multiplication using rows and columns.
Number Line: A line with numbers marked at intervals, used to illustrate counting and operations.
Multiplication Master
Complete Multiplication Facts to 10
Prerequisite Skill
Materials and Preparation
- Whiteboard and markers
- TeachTastic Worksheet Pack for Multiplication Facts to 10
- Manipulatives such as counters or blocks for creating arrays
- Number line charts
- Array templates for individual practice
Learning Objectives
- Students will complete multiplication facts up to 10.
- Students will use arrays, number lines, and repeated addition to visualize and solve multiplication problems.
- Students will understand the relationship between multiplication and repeated addition.
Introduction
Begin the lesson by introducing the concept of multiplication as repeated addition. Use simple examples like 2×3=6 to show how multiplication is combining equal groups. Explain that today they will focus on completing multiplication facts up to 10, using different methods to understand the concept better.
Explicit Instruction/Teacher modeling
Present the multiplication fact 8×10 on the board. First, show how this can be represented using an array. Draw an array with 8 rows of 10 dots each, and count the total number of dots together with the class to show that 8×10=80. Next, demonstrate how to use a number line to solve the problem by counting by tens, and moving 8 spaces along the line. Finally, relate this to repeated addition by writing 10+10+10+10+10+10+10+10=80.
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Guided Practice
Hand out the TeachTastic Worksheet Pack for Multiplication Facts to 10. Work through several problems as a class, using arrays, number lines, and repeated addition to solve each multiplication fact. Encourage students to use manipulatives, such as counters or blocks, to create their own arrays and visually see how the multiplication works.
Independent Practice
Allow students to complete additional multiplication facts in the TeachTastic Worksheet Pack independently. They should solve the problems using the method they find most helpful, whether it’s drawing arrays, using number lines, or adding repeatedly. Circulate the room to offer guidance and ensure that students are correctly solving the multiplication facts.
Differentiation
Support
- Provide additional practice with multiplication tables or charts for students who need reinforcement of basic multiplication facts.
- Offer visual aids, such as a number line or pre-drawn arrays, to help students understand the multiplication process.
- Pair struggling students with a peer tutor who can guide them through the steps of solving the multiplication facts.
Extension
- Challenge students to solve multiplication problems with numbers greater than 10 using the same methods.
- Introduce word problems that involve multiplication facts up to 10 to apply their skills in real-life scenarios.
- Explore the concept of multiplication with fractions or decimals for advanced students.
Assessment
Use the completed worksheets from the TeachTastic Worksheet Pack to assess students’ understanding. Check for accuracy in solving the multiplication facts and in their use of different methods to arrive at the correct answer. Review their exit tickets to ensure they grasp the concept and can explain their reasoning.
Review and closing
Summarize the key points of the lesson by revisiting how multiplication works and the importance of understanding it through different representations. Discuss how these skills are foundational for more complex math concepts. Allow students to ask any final questions and clarify any areas of confusion.
Misconceptions
- Misconception: Students may think that the order of numbers in multiplication does not matter in terms of array representation. Correction: Emphasize that while multiplication is commutative, the array’s shape will change depending on the order (e.g., 8×108 \times 10 versus 10×810 \times 8).
- Misconception: Students might confuse multiplication with addition when using a number line. Correction: Reinforce the concept of equal jumps or steps on the number line corresponding to multiplication.
- Misconception: Students might assume they can only use one method to solve multiplication facts. Correction: Encourage them to explore multiple methods and find the one that helps them understand the concept best.