Lesson

Title
Group

Multiplication practice

Date

Nov. 24

Grade 4/5

Time
Dura
tion

43min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learnin
Develop number sense.
g
Outcom
es:
Specifi Students will:
c
Describe and apply mental mathematics strategies, such as:
Learnin skip counting from a known fact
g
using doubling or halving
Outco
using doubling or halving
mes:
using patterns in the 9s facts
using repeated doubling

LEARNING OBJECTIVES
SWBAT Identify number patterns within multiplication from numbers 110
SWBAT Calculate multiplication from 1-12
SWBAT Compare addition and skip counting with multiplication
ASSESSMENTS
Observations:
Teacher will observe the performance of students as
they participate in each activity
Note what the students are doing
Begin to Ask
Are they engaged?
Are they answering questions?
How are they answering question?
Do they sound confident answering or are they
guessing?
Are they writing and contributing to the group
discussion?
Adapted from a template created by Dr. K. Roscoe

 Do they understand the material, are they in

their zone?
If no to any of these be flexible and figure out
how to motivate, encourage or create interest.
**Note how the students use the information
provided, do they understand the concepts
Key
Questions:

Products/Perf
ormances:

How do we solve multiplication problems

Why is multiplication useful
How can we practice to build multiplying skills
Math around the world game, this challenges
students to memorize, learn multiplication and skip
count larger numbers, while offering practice.

LEARNING RESOURCES
CONSULTED
The Alberta Program of Studies
Math Makes Sense 4 (Pearson)
Math focus Teachers Resource

Prior to
lesson

Assessment
of Prior
Knowledge
Expectations
for Learning
and
Behaviour

MATERIALS AND EQUIPMENT

Smartboard
Markers, pencil crayons
Pencils
Erasers
Flash cards

PROCEDURE
Set up all materials, prepare and open
power-point slides, ensure they work.
Open video, skip advertisements.
Hand out the completed charts, those who
are finished may review for a few minutes
while those who didnt finish, finish up.
Introduction
Time
Begin by reviewing skip counting,
1
patterns and third grade material

**Teacher Action: the teacher will explain

the following expectations for behavior to
students and reinforce accordingly
throughout the lesson.

The expectation for entering the classroom is

that everyone is respectful; this establishes
safety and helps to create a positive learning
Adapted from a template created by Dr. K. Roscoe

environment.
Students will engage in three activities
during this time they will
Raise their hands
Use their indoor voices
Be respectful/ kind
Share materials
Students will be expected
To listen to instruction
When asked to demonstrate that they
understand instruction, for example
students will be asked throughout the
lesson to show their work and their
understanding of problems by
displaying their work on personal white
boards
Everyone will participate
Safety- no running around
Advance
Organizer/Ag
enda

Explain
This lesson we will be going reviewing
subtraction using 3 digits and
borrowing
We will begin looking at questions that
involve 4 digits
We will be learning how to solve 4 digit
subtraction equations that require
borrowing or regrouping

Explain to the students that last class

we went over subtraction with 3 digits
and subtraction using borrowing.
Continue to explain that some of the
students did really well with
understanding how to borrow but
needed more help to understand why.

Learning
Activity #1

Body
The purpose of this video is to 1st grab
attention and secondly as a transition from
L.A to math, I will allow the students 5
minutes to finish off their charts and review

Adapted from a template created by Dr. K. Roscoe

Time
8

their 7,8 and 9 times tables (that they were

told to do for homework last lesson)
Teacher actions: open video, just before the
class gets settled
This will function as an attention grabber: I
did this previously and it seems to settle the
students quiet quickly
https://www.youtube.com/watch?
v=0X620IeUkYE
Student actions
Sit quietly
Watch and listen to the video
Begin to listen for further instruction
Teacher Notes:
Assessments/
Differentiation
Learning
Activity #2

Observation throughout the class, listening

for what students are saying, if they are
writing (what they are writing)
Teacher actions
Remind students that they were to practice
they 7, 8 and 9 times tables for homework
(if this is not done its not essential but, it
would help the student enjoy the main
activity.
Open google slides

Review
The idea of grouping and skip counting
use slides and video to make
connections
How multiplication is used
Explain why multiplication is used
Explain how its similar to skip counting
Explain grouping again
Ask about some of the techniques they
are using

Student Actions:
Listen for the Re-Introduction of
grouping and skip counting *using
Adapted from a template created by Dr. K. Roscoe

Teacher Notes:
Assessments/
Differentiation
Learning
Activity #3

slides and video to make connections

Ask questions when necessary about
the slides visuals listen for how
multiplication is used
When asked raise hands and help to
explain how multiplication is similar to
skip counting
Give examples of grouping
acceptable answers: five chocolate
chips per cookie
share what techniques theyve already
been taught
Use real life reasoning give examples

Formative: oral
What are they saying?
Written what are they writing?
Teacher actions
**put up the last slide which has all
instruction info so that they do not forget
Game: Math around the world: Students
travel aroung the classroom battling their
peers one by one traveling

7
during
lesson
activity
one
20 min

The first student who calls out the correct

answer moves on to the next student,
both students competeing should be
standing at one desk, loser sits down
winner moves on to the next desk.
The object of the game is to see how far
one student can "travel" without making
any mistakes.
Teacher Actions:
State a math problem aloud or
display a flash card with a math
problem on it one, those who are
competing for the answer will stand
while those who are not will sit
Ask two students (standing side by
Adapted from a template created by Dr. K. Roscoe

side) to figure out the answer.

Explain that the student who
answers correctly first wins that
problem and gets to step forward to
a new opponent
When the last person standing is left
with no more opponents (everyone
has had a chance in the round) the
last standing student gets to sit in
the math whiz seat (a comfy chair
with glasses and a feather boa.
Note: Before beginning, be sure to state the
following rules.

Only two students are eligible to call

out an answer each time.

Anyone who calls out an answer when

it is not his or her turn is out of the games
round (skips a turn).

Students have a predetermined

amount of time to solve the problem. (7
seconds if neither student can solve the
question in that period another question
must be presented)

If one student calls out an incorrect

answer during that time, the other student
gets an additional 5 seconds to answer
correctly.

Student Actions:
Respectfully follow instruction
Use the multiplication charts
when they cant think of an
answer
Wait for their turn
When it is their turn answer
questions to the best of their
ability
If unable to answer a question ,
they may use their multiplication
charts
Adapted from a template created by Dr. K. Roscoe

 The charts should be used to

assist and practice rather than to
rely on
No cheating,(such as watching for
other students to mouth the
words )
Follow all the rules above
Teacher Notes:
Assessments/

Consolidation
of learning

Students will have to fill out the table charts

for the game the next day, remind them at
the end of the day that it would be a good
idea to look over there multiplication charts
in their agendas when they go home this will
help them with the next classes game.
Restate the outcomes in a way that student
can understand and allow what theyve been
learning to sink in. This lesson encourages
consolidation and practice all the way
through.

20
While
circulat
ing

Sponge
Continue the game, this game can go until the bell
Activity/Activi rings, if a round finishes, its easy to start another.
ties
Students need to practice anyways.

Reflections:

These slides were made to create interest: Mario and Luigi theme:
https://docs.google.com/presentation/d/16j3fPuKFuq16_NnOlC0nP
_ioDeJOpph7Vgt6lKXlo8o/edit#slide=id.gc6f8badac_0_0
Adapted from a template created by Dr. K. Roscoe

Example of the print out. This was printed extra-large to accommodate a

student who has difficulty writing. The students assistant also filled one
out so she will be able to participate with a clear and concise
penmanship.

Adapted from a template created by Dr. K. Roscoe