Math 4 Multiplication Unit Plan - Jodi Thompson

Multiplication 4
Title of Unit Grade Level

Math Approx. 5 weeks (23 classes)

Subject Time Frame

Jodi Thompson – Frank J Mitchell Elementary PSIII Practicum January 2021

Developed By

RATIONALE

This unit has been created for a grade 4 Mathematics unit on multiplication. Throughout the course of the unit the students will engage in
discussion, individual work as well as stations to learn and master the multiplication tables. The students will work towards completing the Big Idea:
Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and division. Over the
course of this unit the students will see a variety of patterns and relations among multiplication thus learning different techniques and ‘tricks’ for
learning their multiplication.
The unit is completed with a variety of assessment methods – both formative and summative – to ensure that the students are learning what is
expected of them and staying on track with the unit. The lessons are designed to build off of the previous lesson and provide scaffolding to the
students so that they can connect one idea to the next. Each of the lessons are designed to keep the students engaged with their learning, the stations
and games will help the students to review what was learned in a fun way, showing them that math does not only have to be worksheets and tests.
The unit will be completed in smaller chunks, where the students will learn a few ideas and review them before learning more new content. Creating
their own flashcards as the unit progresses gives the students a study tool that they can refer to and accommodates a variety of different learning
styles as well as allows the students to see how their learning is progressing. Culminating the unit with an escape room provides a sort of reward for
the students after they have completed their unit and learned about multiplication rather than jumping right into the next unit with new information.
I have added a few days as a buffer for students to finish previous assignment work so that they have the opportunity to catch up on work
before moving on, as well as provided early finisher and challenge tasks for the students who are consistently finished early. These allow the slower
students a chance to learn the same material and give the quicker students a challenge so they do not feel like they are constantly idling and doing
nothing. At the beginning of most classes the students will engage in a class wide number talk or Which One Doesn’t Belong discussion, these will bring
forward new ideas and allow the students to see the way in which their classmates think about different mathematical ideas. These discussions
encourage a non-judgmental math setting where students can discuss methods and learn to take risks with their learning.
Throughout the unit the students will engage in curricular competencies of reasoning and analyzing, understanding and solving, communicating
and representing, connecting and reflecting. Connecting to the essential question of the unit the students will understand what patterns in the number
system connect to their understanding of multiplication and how multiplication connects to everyday lives.

** In the event that school goes online, this unit will look a little different with students completing worksheets on their own and various station
activities from home. The final escape room can be modified to work in an online manner.

Stage 1 - Identify Desired Results

Learning Outcomes
Big Ideas:

Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and division.

Curricular Competencies:
 Reasoning and analyzing
o Develop mental math strategies and abilities to make sense of quantities
o Model mathematics in contextualized experiences
 Understanding and Solving
o Develop, demonstrate and apply mathematical understanding through play, inquiry, and problem solving
o Visualize to explore mathematical concepts
o Develop and use multiple strategies to engage in problem solving
 Communicating and representing
o Communicate mathematical thinking in many ways
o Use mathematical vocabulary and language to contribute to mathematical discussion
o Represent mathematical ideas in concrete, pictorial and symbolic forms
 Connecting and reflecting
o Reflect on mathematical thinking
o Connect mathematical concepts to each other and to other areas and personal interests

Content:
 Multiplication and division of two or three digit numbers by one-digit numbers
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (eg: decomposing, distributive principle, commutative principle, repeated addition)
o Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Big Mathematical Ideas

Charles (2005)
BIG IDEA #5: Operation Meanings & Relationships
BIG IDEA #6: Properties
BIG IDEA #7: Basic Facts & Algorithms
BIG IDEA #8: Estimation
BIG IDEA #9: Patterns

Hurst & Hurrell (2014)

Making explicit Connections
Trusting the Count
Place Value
Multiplicative Thinking
Making Connections
Understandings:

 Students will understand how solve real-world problems involving joining equal groups, comparison or combinations can be solved using
multiplication;
 Multiplying two whole numbers greater than one gives a product greater than either factor;
 There are patterns in the products for multiplication facts with factors of 0, 1, 2, 5, and 9.

Essential Question(s)

● What patterns in our number system connect to our understanding of multiplication?

● How can we connect multiplication to our everyday lives?

Knowledge: Skills

Students will know... Students will be able to…

● What multiplication is; ● Understand multiplication;
● How they can learn multiplication; ● Calculate multiplication facts mentally and physically;
● Multiplication facts up to 10x10; ● Solve multiplication word problems;
● Tricks and methods for knowing multiplication; ● Identify similarities between multiplication facts;
● How multiplication connects to their lives beyond school. ● Use puzzles and games to show their learning.

Prior Understandings… Where does this lead?

Grade 1 Big Ideas Grade 5 Big Ideas

- Numbers to 20 represent quantities that can be decomposed into - Computational fluency and flexibility with numbers extend
10s and 1s to operations with larger numbers
- Addition and subtraction with numbers to 10 can be modeled - Identified regularities in number patterns can be
concretely, pictorially, and symbolically to develop computational expressed in tables
fluency.
Grade 6 Big Ideas
Grade 2 Bi Ideas - Computational fluency and flexibility with numbers extend to
- - Numbers to 20 represent quantities that can be decomposed into operations with whole numbers and decimals.
10s and 1s - Linear relations can be identified and represented using
- Development of computational fluency in addition and subtraction expressions with variables and line graphs and can be used to
with numbers to 100 requires an understanding of place value form generalizations.

Grade 3 Big Ideas

- Development of computational fluency in addition, subtraction,
multiplication, and division of whole numbers requires flexible
decomposing and composing.
 Unit Calendar

January/February 2021
Monday Tuesday Wednesday Thursday Friday Sat
Sun.
(50 min) (40 min) (80 min) (80 min) (80 min) .

1 2 3

4 5 6
7 8
First day back to school/ Introduction and equal equal groupings 9 10
repeated addition Arrays
First day of Practicum groupings continued

11 12 15
13 14
Review of week 1 – (Review of week 1 – Review of multiplying by 16 17
Multiply by 1 Multiply by 2
stations stations continued) 1 and 2

20
18 19 21 22
Review of multiplying by 23 24
Multiply by 4 Multiply by 3 The square numbers NO SCHOOL
3 and 4

28 29
25 26 27
Review of squares, “The Ugly Ones” 30 31
Multiply by 10 Multiply by 5 Multiply by 9
multiplying by 10, 5, 9 6x7, 7x8, 8x7

February 1 2 4
3
Stations to review all Stations review Short quiz and unit 5 6 7
Work time, review period
multiplication continued conclusion

*Note: This may change as the unit progresses depending on students’ progress or need for extra support in some areas or other unknown factors that
may arise.
 Stage 2 – Assessment Evidence

Group
Title Discussion Worksheets Flash Cards Stations Games Quiz Escape Room
Activities
Type Summative &
Learning Outcomes Formative Formative Formative Formative Formative Summative Formative
(Formative/Summative) Formative
Mode Observation Observation Assignment Assignment Observation Observation Quiz Observation

Weighting 0% 0% 90% 0% 0% 0% 10% 0%

BIG IDEA

Development of computational fluency

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
and multiplicative thinking requires
analysis of patterns and relations in
multiplication and division.

CURRICULAR COMPETENCIES
✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔
Reasoning and analyzing

Understanding and Solving ✔ ✔ ✔ ✔ ✔ ✔ ✔

Communicating and Representing ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Connecting and Reflecting ✔ ✔ ✔ ✔ ✔ ✔

Please note: I did not write every worksheet or activity separately as it would make this unit assessment plan very lengthy and repetitive
Assessment Tool Overview
Assessment Assessment Assessment
Assessment Tool Brief Description FOR Learning AS Learning OF Learning
Assessment of student engagement and
participation during lecture time. Determines if
student is following concepts being taught and is
able to engage in questions related to course
content.
Discussion ✔ ✔
Which one doesn’t belong or number talk lesson
openers provide the students with a thought
provoking discussion at the beginning of most
classes. Assessment of students thoughtful thinking
and participation.

Activities given throughout lessons where students

work together to solve problems or demonstrate
their learning. Assessment of group dynamics, such
as when students take the lead, student
Group Activities ✔ ✔
cooperation and participation, how students help
teach each other concepts, etc. This also includes if
one students is seen to be doing all of the work
while the others observe and copy the answers.

Students will be given worksheets to complete on

various multiplication ideas and strategies. Not all
of these will be summative. Assessment on how
much of each worksheet is completed and how the
Worksheets ✔ ✔ ✔
students understand the concepts that they have
learned. Some worksheets will have challenge
problems for students who finish early allowing
them to challenge their thinking.

Personal study tools created by each student. As the

Flash Cards unit progresses the students will add to their flash ✔ ✔
cards and begin to learn the multiplication facts.

After certain strategies are learned, the students

will engage in small group stations to review the
previous lessons. These will include games and
Stations ✔ ✔ ✔
worksheets to provide an engaging review of
multiplication throughout the unit. Assessment of
engagement, participation group dynamics and
 completion within the time limits. Allows teacher to
see if certain aspects need to be reviewed or if the
students are prepared to move onto the next
lesson.

Games that the students will play to learn or review

certain strategies and ideas. Assessment of student
Games ✔ ✔
engagement and participation as they work in small
groups or partners to play the games.

This will be a final quiz after the students have

learned all the multiplication tables. Assessment of
students’ knowledge at the end of the unit.
Students will be allowed to show their thinking in
whatever way they choose.
Quiz ✔

This is a final formative activity for the students to

review what they have learned throughout the
entire unit and culminate the unit in a fun way
rather than only having the quiz. Students will work
Escape Room in groups to complete the escape room and be the ✔
first group to make it out of the woods. Assessment
on student engagement, group dynamics,
participation and overall understanding of
multiplication up to 10x10.
# Lesson Title Lesson Activities

1 Outcome(s):
Introduction & BIG IDEA
Equal Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
Groupings division.
(40-minute  Multiplication and division facts to 100 (introductory computational strategies)
class) o Using flexible computation strategies (eg: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – What is multiplication? How can we show multiplication with equal groupings?

Overview:
 Introduction to Number talk – Would you rather
o Explain how number talks work (solve mentally with any strategy, put a thumbs up when you have an answer)
o Review students answers and methods for solving – write these on the board
o As a class decide if one answer seems more accurate
o Remind students that there is no one right answer, there are multiple ways to think about these problems
 Explain what multiplication is
o Can be thought of as adding groups of a number
o For example: if we have three groups of five flowers and want to know the total number of flowers we can:
 Add the flowers within the groups (5+5+5)
 Multiply the number of groups by the number of flowers in one group (3 x 5)
 Equal groups activity
o Complete an example of the activity with the class as a whole
o In pairs/small groups the students will have small object and dice
o They will count how many objects they have, after rolling the dice to determine the group size they will organize
their objects into those groups.
o Count how many equal groups they can make and write any leftovers (remainders)
o As students work, teacher will visit groups to see if they understand the equal groupings – provide extra
assistance as needed.
 Activity wrap up – have a group do an example on the board as a class – have students roll the dice to decide group size
o Ask the audience to predict how many groups the presenting group may have

Teaching and/or Learning Strategies:

 Direct instruction explaining activity
 Observation as students work on activity and number talk
 Formative assessment
 Discussion
 Small group work
 Notes:

Resources:
 Would you rather number talk
 Small objects
 Dice
 Worksheet chart for equal groups activity

Idea for lesson from: https://betterlesson.com/lesson/528674/making-equal-groups-part-1

2 Outcome(s):
Equal BIG IDEA
Groupings Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
Continued division.
(80 Minutes)  Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question - What is multiplication? How can we show multiplication with equal groupings?

Overview:
 Introduction to which one doesn’t belong
o Explain how WODB work – students will decide which one doesn’t belong in a set of images/equations. If they can
justify why it doesn’t belong, then it doesn’t belong. Normally they all do not belong for one reason or another.
 review of activity that was done yesterday – what did we talk about?
 Do an example on the board of equal groupings
o 4 groups of 2 is the same as 4 x 2 (draw groups on board and circle each group)
 Worksheet – explain the worksheet and have students work on it for the remainder of class

Teaching and/or Learning Strategies:

 Direct instruction reviewing activity from previous class
 Formative assessment
 Discussion
 Individual work on worksheets
 Notes:
 The students will likely not finish all the worksheets this class, one or two will be chosen for the class to work on for the
day

Resources:
● WODB examples
● Markers for example of equal groupings
● Worksheet

3 Repeated Outcome(s):
Addition and Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
skip counting division.
(80 Minutes)  Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts
Key Question – How can we represent multiplication with repeated addition?

Overview:
 Number Talk: see image below, same rules apply as in lesson 1
 Review work from previous classes (equal groupings)
o Show an example and connect to repeated addition
 Show example of repeated addition (example: 4x6 = 4+4+4+4+4+4)
 Worksheet on repeated addition
o Help students as needed
 When students are done the repeated addition worksheets they can complete the worksheet maze as a review on skip
counting.
 IF they have finished all the worksheets they can do a puzzle sheet or complete work from other classes if they are quiet.

Teaching and/or Learning Strategies:

 Connection between equal groupings and repeated addition allows for a simple transition from one day’s lesson to the
next
 Formative assessment of worksheets
 Observation as students’ work

Notes:
 Some students may need extra support on the worksheet while others will work quickly and understand the concepts

Resources:
 Number talk (see below)
 Repeated addition worksheet: https://www.teacherspayteachers.com/Product/Multiplication-as-Repeated-Addition-
2421314?st=3d90a43ed16455854de8a3942b28a98d
 Repeated addition worksheet: https://www.teacherspayteachers.com/Product/Fall-Multiplication-with-Repeated-Addition-
2767894?st=3d90a43ed16455854de8a3942b28a98d
 Skip Counting Worksheet: https://www.teacherspayteachers.com/Product/FREE-Multiplication-Worksheets-Fun-Mazes-to-
Practice-Multiples-Skip-Counting-2023431?st=e4d8fcaaf73c99a6fc01a02828770cda
 Puzzle sheets for early finishers

Extra worksheet if needed: https://www.teacherspayteachers.com/Product/Introduction-to-multiplication-as-repeated-addition-

grouping-and-arrays-1347745?st=19e0fS53dd37b6bf4b90715baabe9d11c
4 Outcome(s):
Arrays Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
(80 minutes) division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – How can we represent multiplication using arrays?

Overview:
 Begin with number talk
o How many squares do you see?
 Quick review of previous concepts learned
 Mini lesson connecting repeated addition to arrays
o What is an array? A way to organize quantifiable objects, pictures etc. in rows and columns
o Explain rows and columns
o Show real world examples
o Show how equal groupings can be rearranged into rows and columns
o Explain commutative property (2x1 = 1x2)
 Design a Zoo Arrays activity
o Students are tasked with designing a zoo with arrays – they will determine the size of each area by writing a
multiplication sentence then draw the matching array and label it on the zoo plan page. The last page is to be
completed if the students have extra time.
 In the event that many students finish early they can play the array “war” game. With grid paper, each student will
choose a colour. Taking turns rolling 2 dice, the students will draw the arrays on the paper trying to have their colour take
up most of the grid paper without overlapping.

Teaching and/or Learning Strategies:

 Discussion
 Direct instruction talking about arrays
 Formative assessment
 Individual work constructing a zoo
 Challenge on last page for students who finish their zoo design early – we haven’t done word problems yet so this will
provide the early finishers with something more challenging to work on.
 Game for early finishers - allows for more practice of arrays, gives the quicker students something to do when they are
done.

Notes:
 If nobody gets to playing the war game, it will be added to the stations for the next day.
 For students who struggle to read the worksheet, they can work with a partner to help them or the teacher will read the
sheet to them. All instructions will be given orally as well as written on the paper.

Resources:
  Number talk:
 Design a zoo activity: https://www.teacherspayteachers.com/Product/Design-A-Zoo-Array-Activity-3OA1-Aligned-with-Go-
Math-Chapter-3-4135354
 Grid paper (for game)

5 Outcome(s):
Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts
 Key Question – What are the multiplication strategies we have learned so far? Can these be shown together?

Overview:
 No number talk or WODB today
 Explain how stations will work to the class (approx. 20 minutes for each station)
o They will work in groups at each station to complete the task – some will be filled in in their booklets
Review of
 Groups will be chosen so that there are no issues with students choosing
Strategies
o Explain each station to the students – instructions will be posted at each station as well.
Learned
o Array war game – this game is the one that some students may have started playing last class. With grid paper,
(stations)
each student will choose a colour. Taking turns rolling 2 dice, the students will draw the arrays on the paper
This will likely
trying to have their colour take up most of the grid paper without overlapping. This game will be played in pairs
take 2 classes
or groups of 3.
o Create an Array – The students will need the worksheet to accompany this station. Read the task card “create
an array for 5+5+5” and will draw the arrays on their log sheet. (using arrays and repeated addition)
o Real Life arrays – This matching activity has cards with examples of real life arrays as well as multiplication
statements (2x7). The students will match up the real life arrays with the numbers. When they have finished this
they can play memory with cards. https://www.mathkidsandchaos.com/real-life-arrays-task-cards/
o Play dough Equal groupings – This equal groupings activity will have the students making tiny balls out of play
dough and using them to solve multiplication problems. They will group their objects and draw a circle around
them.
o Connect 4 – Play connect 4 as normal (taking turns to drop a piece and connect a segment before the other)
however instead of connecting 4 they will have to create an array drawn from a stack of cards. For example, of
the card says 4x3 they must try to create a 4x3 array with their colour.
o Board Game – The object of this game is the be the first person to move around the board. On their turn
players pick up a card and try to solve the problem in whatever way they decide. After coming up with an answer
the group will look on the back of the card to see if it is correct. IF the player was correct they will roll the dice
and move on the board.
 There will be a challenge page in the booklet so students who finish a station early have something to work on

Teaching and/or Learning Strategies:

 Stations, Games
 Group activities, partner work
 Observation
 Formative assessment
 Direct instruction (explaining stations)

Notes:
 It is important to remind students of expectations for stations – moving around the classroom, respect, working with
others etc.
 I have added 6 stations above in case I am unable to find the materials for one of them. If I cannot gather the connect 4
boards, the board game activity will replace it. If I can find the connect 4 boards, I will remove the play dough equal
groupings as that is more of an issue with COVID concerns.
 In the event that stations cannot be done due to covid, each table of students will be given an activity to work on at their
desks.
 Students will need their own pencils and colours
 IF the stations are not finished in 2 classes they can be completed at the beginning of the next class.
 Resources:
● Grid paper worksheet
● Dice
● Create an array task cards and log sheet
● Real life array task cards and matching equations
● Small objects for equal groupings
● Connect 4 games
● Multiplication board game - https://www.teacherspayteachers.com/Product/FREE-Multiplication-Games-for-Repeated-
Addition-Basic-Concepts-1408107?st=19e0f53dd37b6bf4b90715baabe9d11c
●
6 Outcome(s):
Multiplying by 1 Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
(80 minutes) division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – How can we multiply by 1? Are there any patterns for multiplying by 1?

Overview:
 WODB – Review expectations for these
 Discussion – what do the students know about multiplication already? This should be a review of everything we learned in
the last week.
 Write a multiplication statement on the board (ex: 1x4) and ask the students how they would read that equation
o Review how this would be grouped, and draw an array
o Ask the students what they notice
 Counters activity
o Each student will be given counters. Ask the students to build one group of five. Observe as they work wit the
counters and record their response on the board (1x5=5)
o Continue with more questions
o Discussion about what they notice when multiplying by one
 Explain that when you multiply by one, what you see is what you get
 Show students a multiplication chart and colour in all the 1x tables to show them that they now have learned 19 of the
facts already
 Have students create flash cards for multiplying by ones
o Distribute 10 pieces of paper to each student – have them write each multiplication fact with the answer on the
back. They can simply write the numbers or draw pictures if they want.
o Give each students a plastic bag to keep their flash cards in – have them write their name on it
 We will add to these as we continue the unit
 When they are finished they can practice their flash cards
 IF there is extra time left, students can complete any previous worksheets that are not done or work on a word problem
worksheet
 Teaching and/or Learning Strategies:
 The review from last week scaffolds to this lesson so the students can see the connections between what they have
learned and what they will learn today
 Direct instruction
 Discussion
 Formative assessment
 Hands on activity

Notes:
 IF the stations need more time to be completed they can be done at the beginning of this class.
 After what was learned last week many students will catch onto this idea quickly. Having different levels of work to be
completed – for early finishers allows those students a challenge on something we haven’t focused on yet and allows the
students who require more assistance a chance to understand the day’s lesson.
 IF the students think they will lose their flash cards they can be kept somewhere in the classroom so that they can be
used when needed.

Resources:
 WODB images
 Counters for each student
 Paper for flash cards
 Multiplication chart
 Word problem worksheet

7 Outcome(s):
Multiplying by 2 Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
(80 minutes) division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key question - How can we multiply by 2? Are there any patterns for multiplying by 2?
 Overview:
 Number Talk 4x8
o Explain how these work again
o Talk about students’ answers – this should be a challenge mentally for the students
 Discussion about doubling
o What do they know about doubling?
o Review doubling facts (1+1, 2+2, 3+3…) Explain that these are tied to multiplication and repeated addition
Example: (3+3) = 3 = 2 x 3
o Show the multiplication chart on the board and explain to the students that we have now learned even more on
the table
 Have students create flash cards for the two times multiplication tables
o These will be added to the flash cards that were made yesterday
 Complete worksheet on multiplying by 2 and word problems
 If students are finished everything they can practice their flashcards, finish any unfinished assignments or complete an early
finishers task

Teaching and/or Learning Strategies:

● Formative assessment
● Discussion
● Observation
● Individual Worksheets

Notes:
 The students who do not finish will have time tomorrow to finish their worksheets

Resources:
● Paper for flash cards
● Worksheet

8 Outcome(s):
 Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – how can we multiply by 1 and 2? What strategies have we learned for these multiplication facts?

Overview:
 Students can finish any worksheets that are not finished yet
 When their worksheets are finished they can play the following games with a partner
o Cover Up – Roll the dice, multiply the number by 2. Find that number on the grid and cover it with your marker.
First one to have 4 in a row wins.
o Doubles – roll 2 dice, arrange the dice to make a 2 digit number. Double that number, cross that number on the
grid using a colored marker. When one player has crossed through five numbers in the same row or column start
over.
o Students can also practice their flash cards by themselves or with a partner.

Teaching and/or Learning Strategies:

 Allowing students, a chance to complete any unfinished work gives them time to catch up before we move onto the next
Multiplying by 1 set of multiplication.
and 2 review  Having the two variations of the game allows the students who are still learning the multiplication by twos up to 10 to
(80 Minutes) practice while the second version gives the students who are confident a chance to challenge themselves.
 Formative assessment
 Observation
 Games

Notes:
 Students may be at different stages in work – some finishing previous work and others who have completed everything

Resources:
 Dice
 Counters
 Cover Up sheets
 Doubles sheet

9 Outcome(s):
Multiply by 4s Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
(50 minutes) division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
  Increasing and decreasing patterns, using tables and charts

Key Question - How can we multiply by 4? Are there any patterns for multiplying by 4?

Overview:
 Would you rather starter (see below)
 Review of doubling (multiply by 2s)
 Explain that multiplying by 4 can be thought of as doubles’ double
o Show an example (4x5) represent it as equal groups, repeated addition in an array and double the double
 Work through multiplying by 4 on the board
 Have students add to their flash cards with 4 times tables
 Complete real world connections word problems worksheet
 When finished all of the above they can play Four in a line with a partner – choose a number from the box, double it or
multiply it by 4 then put a counter of your color on the answer in the grid. The first person to connect 4 counters wins.

Teaching and/or Learning Strategies:

 Formative assessment
 Observation
 Discussion
 Making memorization tools
 Games

Notes:
- The four in a line game is in the teacher resource used for this unit

Resources:

10 Multiply by 3s Outcome(s):
(40 min) Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
  Increasing and decreasing patterns, using tables and charts

Key Question - How can we multiply by 3? Are there any patterns for multiplying by 3?

Overview:
 WODB Openers
 Discussion on multiplication by 2 – record thinking on the board
 Work through a doubling example on the board with equal groupings and arrays
o Add one set to the double (2x3+3) – record student’s thoughts on the board
o Call this strategy double and one more set
o Put an example on the board and have students try to construct the response (think pair share)
 Show picture book Dim Sum for Everyone by Grace Lin
o Show Problem on the board – read it out loud to the class
o Have students work through the problem in whatever way they want
o Talk about strategies as a group – write thoughts on the board
 Allow students time to add multiplying by 3s to their set of flash cards

Teaching and/or Learning Strategies:

 Formative assessment
 Discussion
 Observation

Notes:
 The above will likely take the entire class however if students finish early and there is extra time they can complete an
early finishers activity

Resources:
 WODB Opener
 Dim Sum for Everyone by Grade Lin - https://www.youtube.com/watch?v=-JF3y7OZ3FU
o Question to accompany the picture book
 Manipulatives for students who may need them
 Paper for students to add to their flash cards
11 Outcome(s):
Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – What tools/strategies have we learned for multiplying by 3 and 4?

Overview:
Review Game
 Review game of multiplying by 3s and 4s
for multiplying
o Explain the game to the students
by 3 and 4
 Review expectations for working together, participating and listening
(80 minutes)
o Have them work in teams – the team with the most gold bars at the end “wins”
o Show the students the multiplication that they should solve – in their teams they will solve the questions and
write their answer on their mini white board
o Team who get the answer correct can choose which red bag they want to open – this will determine how many
bars of gold their team wins for the round. If they answer incorrectly they do not get any gold bars
o Finish as many levels as possible in the time allotted

Teaching and/or Learning Strategies:

 Formative assessment
 Game
 Group/team work

Notes:
  This may not be finished in one class however it is just a review so does not need to be completed through all 20 levels
 If the students are not working well in their team they can be moved around or they can play on their own but will still be
required to answer the questions.

Resources:
● Google Sildes Game:
https://docs.google.com/presentation/d/1x6tn8A2wq5eV9tnwji8sekscjnET_sprPr4EaqsQ588/edit#slide=id.g6d75e48ae9_0
_58
● Mini white boards for each team
●
12 The square Outcome(s):
Numbers Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
(80 minutes) division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – what are square numbers? Are there any strategies for multiplying these numbers?

Overview:
 Number Talk
 Introduce the square numbers – on the multiplication chart these make a diagonal (1x1, 2x2, 3x3, 4x4…)
 Have students use manipulatives to build an array that is written on the board (3x4) then (4x3)
o Discuss what they notice about these two arrays
 Have the students use the manipulatives to build an array of a square (3x3)
o Discuss anything they notice about this one – square, if you flip the equation it us the same
o Explain that the total number of tiles they have are called square numbers
 Discuss – how many other square numbers are there?
o The students can work in pairs and use their tiles to answer this
o Come together as a class and discuss what other squares the students made – dimensions and square numbers
 Show these on the multiplication chart
 Square Number Capture Game – similar to the array game, the students will work in partners to roll dice and create
squares on grid paper. The goal is to capture as much of the space as possible. For example, player 1 rolls a 4 they then
color in a 4x4 square on the grid paper and write “4x4=16’ in the box they colored in. When the grid paper is coloured in
and there is no more room, the students can work on the word problem worksheet.
 Word problem worksheet

Teaching and/or Learning Strategies:

 Group discussion
 Formative assessment
 Game
 Worksheets – student work – connecting to real life

Notes:
  The students will have their own colors and pencils

Resources:
● Number Talk
● Grid Paper
● Counters/manipulatives

13 Outcome(s):
Multiplying by Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
10s division.
(50 minutes)  Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – How can we multiply by 10? Are there any strategies for multiplying by 10?

Overview:
 WODB
 Discussion about counting by 10s
o What do they know about counting by 10s? Are there any patterns?
o Write out the 10x multiplication on the board (10x1=10, 10x2=20…)
 Are there any patterns? Note that if students say that you add a zero to the number correct them to say
that they are writing a zero not adding.
o Have students add to their flash cards with the x10.
o They can practice their flash cards with a partner and work on the multiplying by 10 colouring sheet.

Teaching and/or Learning Strategies:

 Direct instruction
 Discussion
 Formative assessment
 Observation
 Creating personal study tool
  Colouring sheet

Notes:
●

Resources:
● Colouring sheet
● WODB
●

14 Multiplying by Outcome(s):
5s Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
(40 minutes) division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and charts

Key Question – How can we multiply by 5? Are there any strategies or patterns for multiplying by 5?

Overview:
 Number talk – 5 x 9
 Review multiplying by 10s – what do the students remember
 Show an example of 6 rows of 10, then show 6 rows of 5 (noting that 5 is half of 10)
o Explain that when we multiply by 5, the product s half of what it is when we multiply by 10
 Activity
o Give each pair of students ten frame cards and have them build arrays according to your instructions (8 rows of
10 / 8 rows of 5, etc.)
o Ask students to come up with a rule for multiplying by 5s with their partner
 Write different rules on the board
 Use the rule that the students came up with to write out all the multiplication facts for x5 on the board.
 Show students the multiplication chart and colour in the x5.
 Give students paper to create flash cards and add them to their baggie.
o The students can practice the cards when they are done.
 If there is extra time have the students complete a word problem worksheet
 Teaching and/or Learning Strategies:
 Discussion
 Formative Assessment
 Partner work
 Creating flash cards

Notes:

Resources:
● Ten frame cards
● Paper for flash cards
● Worksheet
15 Multiply by 9s Outcome(s):
(80 minutes) Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and chart

Key Question – How can we multiply by 9? Are there any patterns or strategies for multiplying by 9?

Overview:
 WODB
 Discussion to review multiplying by 10s
o Ask students if there are any x9 facts that they already know from the ones we have previously learned. Write
these on the board.
o Show an example of a 3x10 on the board – how many dots are visible. Then show the 9x3 on the board. Are
there any connections between multiplying by 10 and by 9.
o Write out all the multiplication by 9s – do they see any patterns?
 Point out some tricks for solving 9x tables.
o Digits in the product of 9s (up to 9x10) add to 9 (92 = 18 where 1+8=9)
o Show this with the finger counting method.
o Make sure students understand that these only work until 9x10, they will have to use another strategy after that.
 Show the students the multiplication table and colour in all the 9x
 Add to flash cards - give student paper to add to 9x tables to their flash cards.
 Multiply by 9 Bingo
o Students will play in small groups or with a partner. From a blank bingo template each student will put x9
products in the boxes. They will use their x9 flash cards to draw a card and answer the multiplication. If they
have the product on their board they will mark it off.

Teaching and/or Learning Strategies:

 Teaching the different strategies allows students to see the concept of multiplying by 9 in different ways and students
who don’t grasp one easily may be able to see another one.
  Discussion
 Game / group work
 Making personal study cards

Notes:


Resources:
 Bingo Sheets
 Ten frame cards

16 Outcome(s):
Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and chart

Key Question - What tools/strategies have we learned for multiplying by squares, 10s, 5s and 9s?

Overview:
 The students will be working through stations again to review square numbers, 10s, 5 and 9s (15 minutes per station)
Review –
o Explain stations to the students – many of these will be similar to the ones done previously
Square
o Board Game – This is the same board game used in the last stations, the students will choose a multiplication
numbers, 10s,
5s, 9s card and answer it. When they answer correctly they can roll the dice and move along the board. IF they answer
(80 minutes) incorrectly they stay where they were. The whole group can play this.
o War with cards – in partners the students will choose if they want to play war with 10, 5, 9 or square
multiplication. They will flip over one card and whoever says the product fastest wins the card. For example, if
they choose to play with 10s, the card drawn is a 5 whoever says 50 faster wins the card.
o Connect 4 – the students will play connect 4 as normal trying to connect 4 of their colour before their opponent.
Before they take their turn they will draw a card and answer the multiplication.
o Array War – The students will play the same array was as before – rolling dice to create square arrays and fill up
more of the space than their opponent.
 o Assessment Sheet – The students at this station will be completing an assessment sheet on multiplying by 5s.
They will fill out numbers, pictures, words, models and real world situations.

Teaching and/or Learning Strategies:

 Formative assessment
 Observation
 Group work
 Games
 Stations

Notes:
 In the event that stations do not work out, different groups will be given an activity to work on for review rather than
having the students circulate around the classroom.
 If I am unable to find connect 4 games, the other station will be the array war.

Resources:
● Board game
● Playing cards
● Dice
● Flash cards for 10, 5, 9
● Grid paper
● Assessment sheets
17 The ugly ones Outcome(s):
(80 minutes) Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and chart

Key Question – how can we multiply the last multiplication facts? Are there any strategies for these?

Overview:
 Number Talk – Target (54)
 Review of multiplication facts we have learned
o Discuss as a class which facts the students have learned and the strategies for them (double, squares…)
 Read the book The Best of Times by Greg Tang
 Show students the multiplication chart with all the ones they have learned colored in
 Write on the board the last 3 facts to learn (7x8, 6x8, 7x6) because we know that 7x8=8x7
o Ask students how they may solve any of these
o Think pair share for each of them – students can use manipulatives or any other method to figure out the
answers
 Can they connect them to any methods or tricks that they have already learned?
 Have students add these last ones to their set of multiplication flash cards
o Students will practice their flash cards on their own or with a partner – separating the ones they know and the
 ones they need to practice
 The students will them play four in a row multiplication with numbers 5,6,7,8,9,10 –students will roll 2 dice and find the
product of those two numbers on their sheet then cover that number with their colored counter.

Teaching and/or Learning Strategies:

 Direct instruction
 Think Pair share
 Formative Assessment
 Picture book for attention grabber

Notes:

Resources:
 Number Talk
 Book https://www.youtube.com/watch?v=zwHly0-xNkI
 Four in a row sheets

18 Review of Outcome(s):
Multiplication Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
Tables division.
(2 Classes)  Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and char

Key Question – What multiplication strategies have we learned? How can we use these to know all the multiplication facts up to
10x10?

Overview:
 The students will work through a final set of multiplication stations as a review. Remind the students that tomorrow/the
next day (this is dependent on how much work they have done) they will have a short quiz on the multiplication facts that
they have learned.
 Review expectations for stations – this should be review as we have done them multiple times now
 Stations – many of these are similar to what they have been doing
o Multiplication headbands – in groups of 3, 2 players draw number card and the third player says the answer
(product of 2 cards). The players holding numbers must guess what number they are by looking at the product
and the other person’s number. The students will use the Head Bands recording sheet in their booklet to complete
this activity.
o Multiplication War – With a deck of cards and a partner the students each flip over a card and say the product
of the two numbers. Whoever says the product first wins both of the cards.
o Multiplication Mazes – The students will work on their own to complete the multiplication maze
o Tic Tac Toe – The students will play Tic Tac Toe with a partner, they must answer the multiplication before
placing their marker
 o Word Problems – In their booklets the students will have a sheet of word problems, they can work through this
sheet at this station
o I Have, who has – Students will read their card “I have 32, who has the product of 5x3” then whoever has the
next card takes their turn and goes.
o Connect 4 – Students will flip over a flash card and answer it before plying their turn in connect 4.

Teaching and/or Learning Strategies:

 Stations
 Review
 Formative assessment
 Group activity
 Individual work

Notes:
 IF students finish the activity before time is up they can work on the extra sheet provided in their stations booklet – this
will likely be a colour by number or other fun multiplication sheet
 The connect 4 is in there if I decide to have 6 stations rather than 5. In the event that I cannot find connect 4 boards, the
I have, who has will replace it.

Resources:
● Headbands Game - https://www.teacherspayteachers.com/Product/Multiplication-Fact-Practice-Math-Center-Activity-
Teacher-Freebie-4517229
● Cards
● Mazes - https://superstarworksheets.com/printable-mazes/math-mazes-multiplication/
● Tic Tac Toe - https://www.teacherspayteachers.com/Product/Tic-Tac-Toe-Multiplication-Free-Multiplication-Games-for-
Fact-Fluency-Practice-271296?st=57d2f5204c02f21816fbc87490c702e7
● Connect 4 Game
● Flash Cards
● I have, Who Has - https://www.teacherspayteachers.com/Product/FREE-I-Have-Who-Has-Multiplication-Review-Game-
232694?st=30585efe25e930fdf83ded4a00510a67
●
19 Final Review Outcome(s):
(80 minutes) Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and chart

Key Question – What multiplication strategies have we learned? How can we use these to know all the multiplication facts up to
10x10?

Overview:
 This class is here as a buffer class for students to finish any worksheet that they may need to finish and to work through
the last stations if we ran out of time in the previous two classes. If everything is complete then this lesson will move onto
 the next lesson and have the students write their quiz today.
 If the class is split with students who have work to do and those who are finished everything, the early finishers can
complete a fun worksheet, practice their flash cards and then finish any work that they may have in other classes.
 Students can ask any questions that they may have.
 Multiplication bingo
o For the last bit of class, the whole class will play multiplication bingo together
 Each student will be given a blank bingo sheet; they will fill in products wherever they want
 A multiplication equation will be written on the board, if the students have the product they can cover it.
Depending on time, a bingo could be a straight line, an L shape, or a blackout

Teaching and/or Learning Strategies:

 Formative assessment
 Work period to catch up on unfinished work
 Game – bingo

Notes:

Resources:
 Bingo sheets

20 Quiz and Outcome(s):

Escape Room Development of computational fluency and multiplicative thinking requires analysis of patterns and relations in multiplication and
(80 minutes) division.
 Multiplication and division facts to 100 (introductory computational strategies)
o Using flexible computation strategies (ex: decomposing, distributive principle, commutative principle, repeated
addition)
 Using multiplication and division in real-life contexts and problem based situations
 Increasing and decreasing patterns, using tables and chart

Key Question – What multiplication strategies have we learned? How can we use these to know all the multiplication facts up to
10x10?

Overview:
 Lost in the Woods Escape room review of multiplication
o Students will work in small groups to complete 6 challenges in order to make it out of the woods
 Short quiz on multiplication
o This quiz will only have a few multiplication questions, the students will have until the end of class to finish their
quiz and are allowed to show their work in whatever way they choose.

Teaching and/or Learning Strategies:

 Quiz for testing knowledge – individual work
 Formative assessment
  Group work
 Engaging escape room

Notes:
 If it takes the students longer to complete the escape room activity then the quiz will be postponed.

Resources:
 Quiz
 Escape room https://shelleygrayteaching.com/lost-in-the-woods-a-multiplication-escape-room-teamwork-activity/

Other Resources for early finishers

 https://www.teacherspayteachers.com/Product/Math-Fact-Color-by-Number-Freebie-multiplicationdivision-1149219?
st=f4989f4fdbd5a193283b4bc5b407955a
 https://www.teacherspayteachers.com/Product/Multiplication-Color-by-Number-2s-to-12s-Distance-Learning-Printables-4460571?
st=f4989f4fdbd5a193283b4bc5b407955a
 https://www.teacherspayteachers.com/Product/Winter-Math-Color-By-Number-Activities-Multiplication-FREE-2936331?
st=f4989f4fdbd5a193283b4bc5b407955a
 https://www.teacherspayteachers.com/Product/Multiplication-Color-by-Number-Freebie-4158372?st=f4989f4fdbd5a193283b4bc5b407955a
 https://www.teacherspayteachers.com/Product/Winter-Math-Color-By-Number-Activities-Multiplication-FREE-2936331?
st=f4989f4fdbd5a193283b4bc5b407955
 https://www.teacherspayteachers.com/Product/Its-All-Relative-multiplication-and-division-number-relationships-game-327522?
st=38b895309b87c5b7338dd58e0e01430d
