Lesson

Title
Group

Multiplication

Date

Dec. 4

Grade 4/5

Time
Durat 39min
ion

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learnin
Develop number sense.
g
Outcom
es:
Specific
Students will:
Learnin
Describe and apply mental mathematics strategies, such as:
g
using doubling or halving
Outcom
es:
LEARNING OBJECTIVES
SWBAT Identify number patterns within multiplication from numbers 110
SWBAT apply doubling and halving strategies
Students will continue to develop:
personal strategies for multiplication with and without concrete
materials
applying the distributive property

ASSESSMENTS
Observations:
Teacher will observe the performance of students as
they participate in each activity
Note what the students are doing
Begin to Ask
If they can show you, using personal whiteboards,
that they are able to apply doubling and halving
strategies.
Adapted from a template created by Dr. K. Roscoe

 Provide equations such as

5*6
7*2
8*10
12*4
How are they answering questions? (do they
sound confident or are they guessing) they should
be demonstrating tht they are able to use
doubling and having strategies to obtain the
answers.
Are they showing their work?
Note how the students use the information provided, do
they understand the concepts
What is the relationship between multiplication
and repeated addition?
LEARNING RESOURCES
MATERIALS AND EQUIPMENT
CONSULTED
The Alberta Program of Studies
Smartboard
Math Makes Sense 4 (Pearson)
Pencils
Math focus Teachers Resource
Flash cards
White board
White board markers
Key
Questions:

Prior to
lesson

Expectations
for Learning
and
Behaviour

PROCEDURE
Set up all materials, prepare and open
power-point slides, ensure they work.
Open video, skip advertisements.
Hand out popsicle sticks (coloured)
Introduction
Time
**Teacher Action: the teacher will explain the
1
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

Adapted from a template created by Dr. K. Roscoe

safety and helps to create a positive learning

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
Learning
Activity #1

Explain: We will build upon strategies and

learn how to double and halve, and then
practice through a game. (write on board)
Body

1
Time
13

Teacher actions:
Open google slides
Introduce doubling and halving as a
strategy
Ask a student if they could come clarify
(this might help to explain it to younger
students who may be struggling)
Introduce attached game.
Student actions
Participate
Raise hands with questions
Provide explanations for better

Adapted from a template created by Dr. K. Roscoe

clarification

Teacher Notes:
Assessments/
Differentiation
Learning
Activity #2

Observational, personal response. Using white

boards apply doubling and halving strategies
Teacher actions
Remind students that this may be review for
some while for others its a first time!!

7
25

The purpose of this activity is to reinforce

concepts and provide time for students to
practice multiplication in an engaging way.
Team tag- multiplication (relay style)
Put two equal stacks of flash cards on a
desk in the front of the room.
Divide the students in two groups.
Ask the students to form two single file
lines facing the desk. The first student in
each line should be about 10 feet from
the desk.
When play starts, the first person in line
races to the desk, takes the first card in
his or her pile, displays the card to the
team, announces the answer, places the
card in a discard pile, and then races to
tag the next person in line.
If the student does not know the answer
or gives the wrong answer, he or she
puts the card on the bottom of the pile
and selects the next card. This student
keeps selecting cards until he or she
knows the answer to one or until five
cards have been selected.
Adapted from a template created by Dr. K. Roscoe

 Once the answer is correct, the teacher

(who will be standing near the card pile
will put a point on the board.
The two teams play simultaneously,
whichever team has the most points by
lunch time wins.

Teacher actions
Remind students that this may be review for
some while for others its a first time!!
Explain the game and its rules
Explain that this is to be fun and many
students become excited but we need to
try our best not to use our outdoor
voices
Student Actions:
Listen to instructions
Play fair
Have fun
Teacher Notes:
Assessments/
Differentiation

Consolidation
of learning

Formative: oral
This time the students need to be broken into
four or moe groups this way they can have
more repetition, the last time each student
was answering but they were only getting a
question every tenth questions asked.
Assessment is built into the game.
Restate that the class went over the links
between multiplication and skip counting
(repeated addition).

Adapted from a template created by Dr. K. Roscoe

Sponge
Activity/Activi
ties

The game can go on till the end of class

I used two card piles to take pressure off of the

students who need more time for processing, its still a
game and their still having fun but, if needed they may
take more time and still earn a point for their team.
The second time we played this game I set up four
piles of cards so that I could have two different teams
going at the same time this did require a bit more
supervision, but increased repetition
Reflections:

Students were getting twice as many repetitions as

around the world when we played this game with two
piles of cards but, got four times as many when we
played with four teams in the class.

Adapted from a template created by Dr. K. Roscoe