LESSON PLAN

! SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: Year 2 Time: 9.00am Date: 6th Feb 2020 Students’ Prior Knowledge:

- no prior knowledge taught on multiplication

Learning Area: Mathematics
- students do know how to represent practical situations in
Strand/Topic from the Australian Curriculum order to model addition and sharing

Number and. Algebra: number and place value

- Recognise and represent multiplication as repeated

addition, groups and arrays (ACMNA031)

General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and cultures

Proficiencies:(Mathematics only)

problem-solving: making models and using number sentences that represent problem situations
understanding: identifying the relationship between addition and multiplication

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

• lay out and draw two arrays correctly (shows understanding of columns and rows)

• correctly match three multiplication problems with their array

• separate one simple array into equal groups and add each group together

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

• different coloured plasticine • enabling: for students who are struggling, they may need to

• multiplication cards begin with smaller numbers, like 2x2, they can also be given

• have youtube video prepared the part-array and be asked to fill in the whole array.

• worksheet printed • extending: challenge the students who are excelling with

larger multiplication problems to complete, they can answer

questions like “if I have 4 children and give each 3 ice

creams, how many ice creams do I have all together?”

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time Motivation and Introduction: Resources/References
Align these with the
9.00 am Bring the students together to the mat and introduce to topic to them segment where they will
be introduced.
Students are instructed to tiptoe their way to the mat as quietly and quickly as mice

- “Good morning year 2’s, today we will be learning about multiplication.”

- “Multiplication is a way to quickly calculate large amounts of something.”

- “But! Multiplication is also just repeated addition.”

- “Do we know what repeated means?”

- “Repeated means you do it over and over again.”

- “So multiplication is addition of the same number over and over.”

- “To help explain multiplication we are going to watch a quick video and go over some

examples, okay”

Lesson Steps: (Lesson content, structure, strategies & Key Questions) YouTube Video:
Learn Grade 2 - Maths -
Watch the video on YouTube and ask questions throughout Multiplication by Repeated
Addition
Start video at 40 seconds and explain that there are five (5) groups of pebbles. https://www.youtube.com/
watch?v=lk4KIIcDr9E
- “Okay, so here we have some lines of pebbles.”

- “Count the lines out with me ready? 1, 2, 3, 4, 5.”

- “Well done, so we have 5 lines, let’s watch video and see what to do next.”

Stop the video at 50 seconds and answer the question - How many pebbles are in each line?

- “So, how many pebbles are in each line, let’s count together.”

- “1, 2, 3, 4. Is that the same for every line? YES, well done”

Stop the video at 60 seconds, answer the question - How many pebbles are arranged here?

- “Now, to find out how many pebbles are here, we don’t have to count each one

individually, we can add 4 plus 4 plus 4 plus 4 plus 4.”

- “So what is 4 plus 4? 8, yes, what’s 8 plus 4? 12, perfect, 12 plus 4? 16, lovely, 16 plus 4?

20, awesome job. So we can see that 4 group of 5 pebbles is 20 pebbles.”

Stop at 1:54 and explain how a multiplication problem is created

- “There is a special sign that we use to show multiplication. To start can someone tell me

what the addiction sign is? Yep, the plus symbol, what about the subtraction sign?”

- “Well done, it’s the minus sign. When you write a multiplication problem we use a cross

and this cross means ‘groups of’ or ‘multiplied by’ ”

- “Here we have 4 ‘groups of’ 5 OR 4 ‘ multiplied by’ 5, which gives us 20”

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Time Stop the video at 2:17 and answer the question - How many lines are there? Resources/References
Align these with the
- “So, we know we have 6 pebbles, how many lines do we have? Let’s count together, 1, 2, 3, segment where they will
be introduced.
4. Awesome, so we have 6 ‘groups of’ 4 pebbles, do you know what we do next? Let’s

watch the video to find out”

Stop the video at 2:42 and answer the question - Write this in the form of multiplication

- “If we can see that 6 is added together 4 times, and we know that the multiplication

symbol is the cross. How do we write this array as a multiplication problem?”

- we have 6x4 = 6+6+6+6 = 24

Stop video at 3:45 and complete the array for 2x7

- make a note that the first number is the column and the second number is the row

- “If we have two as our first number the two pebbles go across the top and seven is out

second number so we have seven rows, then we can fill out the rest.”

Activity: plasticine model arrays

The students use plasticine to create arrays for the multiplication problems given.

The students are sent back to their desks in groups

- “When we go back to our desks, we are not going to touch anything okay? Good”

- “Can I get ‘faction one’ to move to their desks like quiet little butterflies. Can ‘faction two’ swim like

fish? Now ‘faction three’ march quietly like soldiers and ‘faction four’ waddle like penguins”

- “As you can see, there is some play dough, some cards and a piece of paper with some boxes and

multiplication problems on it. First, choose three cards and then use the different coloured plasticine

to make the arrays, like we just did on the board. If you’ve had a go, asked a friend and still need

help, put your hand up and i’ll make my way to you”

- the algorithms that the students are to create are chosen from:

- 2x2, 2x3, 2x4, 2x5

- 4x2, 4x3, 4x4, 4x5

- 5x2, 5x3, 5x4, 5x5

- “Once you have completed the three of the arrays, create you own array and fill in the

worksheet. If you finish that, you can make some more arrays.”

* worksheet example has been included at the end of lesson plan

Walk around the class as the students carry out the task. If there are any questions or queries

answer them and try to guide those who are struggling or who ask for help.

- let the students know when they have 10 minutes left

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Time Lesson Closure:(Review lesson objectives with students) Resources/References
Align these with the
Ask the students question about the lesson and activity they just carried out segment where they will
be introduced.
- “Can anyone remember what repetitive addition is?”

- “Is multiplication the same as repetitive addition?” - “Yes, so if we have 2x6 we have 6+6 and both

equal 12, don’t they?”

- “When we make an array, what number goes on top, making the columns? and what number goes

down the side, making the rows?”

“Awesome job today year 2’s, now we have to pack away, can you put all the plasticine with the right

colours in the middle of the table and hand your sheets into the marking tray.”

Assessment: (Were the lesson objectives met? How will these be judged?)

- marking of the sheets that the students filled out to see whether students are able to

correctly complete the arrays of simple multiplication problems (this will ensure whether

or not the lesson objectives are met)

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

REFERENCES

KidsClassroom - Nursery Rhymes & Kids Songs. (2011, November 8). Learn Grade 2 - Maths - Multiplication by

Repeated Addition [Video file]. Retrieved from https://www.youtube.com/watch?v=lk4KIIcDr9E

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