Anna Stewart

Professor Christensen

7/24/18

Artifact #2

Multicultural Lesson Plan

Student: _______________________________________

Subject/Concepts: Math; Introduction to Multiplication Grade Level: Third

1. Standards:

o Observable objective: Students will practice and demonstrate the basic knowledge

behind the process of multiplication.

o Multicultural goal: Develop an educational environment that promotes respect for

differences.

o Auditory- Visual- Kinesthetic learning styles: Both Visual and Kinesthetic styles are used

throughout this lesson plan. The two different approaches that are taken throughout

this lesson plan are able to incorporate two out of the three different styles of learning.

o Gardner’s Intelligence: One way Gardner’s Intelligence is implemented throughout this

lesson plan is by spatial intelligence. This is demonstrated in the lesson that is a more

hands on learning method. Using the Goldfish crackers creates an even greater image

and picture for the students to learn from.

Flower Multiplication Worksheet .pdf

Fish Math facts .pdf

15 Goldfish Crackers per student

Multiplication Independent Wkst .pdf

3. Introduction:

(10 minutes)

 Introduce to the students that today’s lesson will encompass the topic of multiplication.

 Walk students through the idea that multiplication can be considered the same as

repeated addition of a number. Use the example of 8 + 8 + 8= 24 is the same as 8 x 3 =

24.

 Have the students then take notes on a few vocabulary terms that will help them better

understand the lesson. Start by defining multiplication as the process of adding a

number to itself a certain number of times. Next define factor as numbers that can be

multiplied together to get another number. Have the students take note that the

symbol x in multiplication means “groups of”. Define product as the answer when two

numbers are multiplied together. Also explain to students the Zero Multiplication

Property. This property is when you multiply using the number zero with any other

number the product will always be zero. Finally define Identity Property of

Multiplication. This property is when you multiply a number by one, the result, or

product, is that original number.

(1 - 2 minutes)

 Quickly ask students if they have any questions regarding the definition and the basic

example of multiplication.

 Try not to get too far ahead during the introduction. This can cause students to get

easily confused and frustrated. Keep the introduction light and reassure students more

examples are to come.

4. Teacher Instruction/ learning process:

(15 minutes)

 Do First:

o Start by passing out flower multiplication worksheet to students. Prepare to help

students by guiding them through this worksheet on a board or over a projector.

o This worksheet provides the student with a visual approach on learning the

concept of multiplication.

 Guided practice:

o Begin with the first problem on the handout. The first problem can be read as 2

groups of 3. Explain to the students that the numbers 2 and 3 in this specific

problem are better known as the factors. Have the students count each of the

groups of flowers (2 groups) and then count the number of individual flowers in

the groups (3 flowers). Once the students see that the total is 6 flowers, walk

them through that 2 groups multiplied by 3 flowers is a total of 6 flowers. The

number 6 in this problem would be better known as the product.

while also answering their questions along the way.

o After the worksheet is completed, discuss the reasoning behind multiplication.

Many students will not see how multiplication is indeed simpler and easier to

perform than addition. Use the example of 9 x 8. Show that writing out 8 + 8 + 8

+ 8 + 8 + 8 + 8 + 8 + 8 is longer and can be easily messed up, while 9 x 8 is more

condensed and quicker to solve.

o Have students keep the completed worksheet in their folders/binders etc. for

future reference.

Questions:

(1 - 2 minutes)

 Even though most questions most likely came up during the teacher instruction, make

sure to ask if anyone has any remaining questions regarding multiplying.

Mini Lesson:

(25 minutes)

 Mini Kinesthetic Lesson:

o Next begin one more lesson on the topic of multiplication. This form of learning

will help those students who learn better via kinesthetic learning.

o Start by passing out the Fish math facts to students. Once all the worksheets are

passed out, begin to pass out 15 Goldfish crackers to each student. Instruct

students not to eat the crackers until after the worksheet is completed.
 o Once both the worksheet and crackers are passed out to all the students, begin

to go through the worksheet with the students.

o Start the first problem by instructing the students to read the problem aloud

with you. It reads, “1 group of 4”. Have the students lay out 4 crackers on their

worksheet and count the crackers. They should count to the number 4 and then

realize that the product of 1 x 4 is equal to 4. Repeat the same method with the

next problem which is, 2 x 1.

o Move onto the third question. Have the students read the problem aloud again.

The third problem reads, “3 groups of 2”. Have the students make out 3 groups

of two crackers each. Once each student has laid out the crackers into the

proper grouping, have them count up the crackers. They should then see that

the product of 3 x 2 is equal to 6.

o Continue throughout the rest of the worksheet using the Goldfish crackers to

help show the students how making groups and adding them up is the basis of

multiplication.

o Once the worksheet is complete allow the students (if not allergic) that they can

eat the crackers and store the second worksheet in their folders/binders.

Questions:

(1 – 2 minutes)

 Reach out to the students and see if they have any remaining questions over any of the

recently covered material.

(40 minutes)

 Pass out the final worksheet to students. Instruct that this worksheet will be turned in

for a grade and that their best work is required.

 This work is to be done independently so the teacher is able to see where each student

is at, and if they were able to follow along and properly understand the lesson.

 Reassure the students that you are there for any remaining questions and able to help,

but to have them try to do as much as they can on their own.

6. Final Discussion:

(3 – 5 minutes)

 After collecting the students finished fish math fact worksheets, begin to ask review

questions to your students.

 Ask questions such as, “Who can tell me what the Zero Multiplication Property is?” and

“Who can tell me what the symbol x in a multiplication fact stands for?”. Having

students answer these questions without consulting their notes will help them recall

what was stated towards the beginning of this lesson.

 Make sure to ask if there are any final questions before dismissing the students.

References:

 E. (2014, May 30). Flower Multiplication | Worksheet. Retrieved July 27, 2018, from
https://www.education.com/worksheet/article/flower-multiplication/

 Early Multiplication and Division Skills. (n.d.). Retrieved July 27, 2018, from
http://www.snappymaths.com/multdiv/earlymultdiv/earlymultdiv.htm
  Worksheets Kindergarten and Free Printables. (n.d.). Retrieved July 27, 2018, from
http://leenkat.com/beginning-multiplication-worksheets-image/free-multiplication-
sheets-fun-multiplication-to-5x5-1-we-r-8/

Reflection:

The topic of an introduction to multiplication was laid out throughout this Multicultural lesson
plan. It encompassed a wide variety of differing learning styles such as visual and kinesthetic.
Statistically, most students learn best with both of those styles so putting them into the lesson
plan was much needed. Of course multiplication is a wide subject to cover in just one 90 minute
time span, so the foundation was built throughout this lesson plan. With the two lessons that
were incorporated into this plan, students were able to not only watch and learn but physically
learn when grouping the crackers and seeing multiplication come to life in a way that more
students may have understood. The strengths of this lesson plan would have been the hands on
learning activity. When trying to grasp the a new concept it can be overwhelming and
frustrating when it is not easily understood. Having multiple ways to teach this concept was the
best thing that this particular lesson plan had to offer. The weaknesses of this lesson plan was
there was no sort of an assessment given to the students after learning the lesson. I think that
the pressure of knowing a small quiz will be given after learning the information almost
pressures students into paying more attention and even asking more questions so they can fully
grasp the information that is being taught.