Prepared By : Nida Nooruddin (AKU-IED)

Prior Knowledge checking

Objective: To find out that whether student have any alternate way to multiply or only have traditional algorithm.

Phases of the plan

Teachers Activity Students Activity Material Required
Before Activity

Teacher will tell students that today they
are going to explore what is
multiplication rather than how to
multiply.
Students will listen to the teachers
instructions.
__
During Activity Teacher will ask students to solve
32 x 2 individually.

Teacher will ask 2-3 students to
share how they solved the sum.

Students will solve the
sum.


2-3 students from the class
will explain how they
solved 32 x 2 in front of
the class.

A4 size paper
After Activity Teacher will ask students what is
multiplication and will write all
the responses on board (this
question will lead to the next phase
of the lesson)
Students will respond to
the asked questions.
Black Board

Prepared By : Nida Nooruddin (AKU-IED)




Introduction Phase

Objectives:
To make students comprehend that multiplication is the process of counting objects in groups of.
To make students recognize that repeated addition is an alternate to multiplication.

Phases of the plan

Teachers Activity Students Activity Material Required
Before Activity


Teacher will tell students that by
the next activity students will be
able to answer that what is
multiplication.

Teacher will ask students to take
out their color pencils and box.

Students will take out their color
pencils and box.
__
During Activity


Teacher will ask students to
represent 7 x 4 with the help of
some pictures or by arranging their
stationary in a way that it
represents 7 x 4.

Teacher will ask three of the
students (intentionally students
with different representation will
be asked) to show their
representation to the class.

Students will work
individually to represent
7x 4 by some pictures or
material.


Three of the students will
show their representation
to the class.
. A4 size paper and
students color pencils and
box.
After Activity Students will be encouraged to Students will complete 3 different Sample of

Prepared By : Nida Nooruddin (AKU-IED)





differentiate between different
representations (representations
showing 7 x 4 in three different
manners).

Teacher will encourage students to
see in which representation
multiplication is done with the help
of addition. For example: 7 x 4
shown as 7 + 7 + 7 + 7. This will
enable students to observe addition
of the same amount of repeated
times.


their activity.




Students will work with
teachers to identify which
representation is showing
repeated addition as
multiplication.
students representation.

Developmental Phase

Objectives:
To introduce multiplication as a faster way of adding equal groups.
To emphasize on the language of students while multiplication.

Phases of the plan

Teachers Activity Students Activity Material Required
Before Activity

Teacher will conclude that
multiplication is actually repeated
Students will see their peers
representation to identify who has
__

Prepared By : Nida Nooruddin (AKU-IED)



addition and will ask students to
check whether their partner has
drawn multiplication as repeated
addition.
represented multiplication as
repeated addition.

During Activity


As the next step to the previous
activity, teacher will give bigger
multiplication sums (like 10 x 23,
34 x 6, 50 x 30 etc.) to represent it
with pictures and stationary (the
same way they multiplied 7 x 4).

As students will be working on the
tasks, teacher will ask the
following question:
Q. How students feel when they have
big numbers to multiply with
pictures?



Teacher will tell students that
instead of drawing pictures, they
can also write numbers showing
the amount of the pictures. (For
instance 10 x 9, so instead of
drawing 10 flowers 23 times
students can add 10, 9 times like
10 +10 + 10 +10 +10 +10 +10 +10
+ 10).

Students will work on the
given sums individually.
They can use pictures,
colors, pencils etc. (except
algorithm).


Students will share their
feelings.
(As students are given big
numbers to multiply, it is
assumed that students will
answer it takes a lot of
time to draw pictures)


Students will continue
working and teacher will
observe their work.
A4 size paper and students
color pencils and box.


Prepared By : Nida Nooruddin (AKU-IED)





At this point teacher will probe following questions to students to let students understand that multiplication is the fastest way to add the same
numbers or groups:

Q. Performing addition of same number (group) again and again took much time, is there any other way to solve it?
Q. instead of adding same numbers what else can we do to get the same solution?

After Activity Teacher will encourage students to see the
pattern of adding groups in
multiplication times table. For example:
1 group of 3 is 3, 2 groups of 3 is 6 and 3
groups of 3 is 9 and so on.

Student will read aloud the
entire table of times 3 with
an intention to observe
addition of groups in it.
__

Application Phase

Objective: To let students identify examples from daily life that can be shown as multiplication as repeated addition.

Phases of the plan

Teachers Activity Students Activity Material Required
Before Activity

Teacher will ask students to recall
any times table and see whether it
has pattern of grouping or not.
Means 5 group of 3 is 15 etc.

Teacher will ask students to work
in pairs for the next activity.
Students (in pairs) will recall times
table.
__

Prepared By : Nida Nooruddin (AKU-IED)




During Activity Teacher will ask students to find at
least one example from their
classroom which could be solved
as multiplication as well as
repeated addition. (For example:
How many eyes are there in the
classroom altogether. This could
be solved by
a) 2+2+2+2..+2 (40
times) = 80
b) 2 x 40 = 80

Students will work in pair
to develop on example
from their classroom
showing multiplication and
as well as repeated
addition.
Students will share their
example with the class.
A4 size paper
After Activity Teacher will give a chance to
students to conclude what they
explored in the class. Following
Mathematical facts will be
concluded:
a) Multiplication is repeated
addition.
b) Adding same
numbers/group of numbers
repeatedly takes a lot of
time.
c) Therefore, we can multiply
them. And in short
multiplication is the
fastest way of adding equal
groups
Students along with the
teacher will conclude the
lesson.


Prepared By : Nida Nooruddin (AKU-IED)






Revision and Assessment Activity Name : Lets solve the Mystery

Objective: To let students recall what we did in the class and check that whether students are able to comprehend what multiplication is.

Phases of the plan

Teachers Activity Students Activity Material Required
Before Activity

Teacher and students together will conclude the learning of the lesson. Teacher will ask students to work in
group of 4 for the last activity.

During Activity Teacher will handle set of cards
(refer resources) to each group. The
set consist of 12 different cards.

Teacher will ask students to
distribute cards in 4 groups (each
groups will have cards showing
same answer but with different
method).

Teacher will monitor the group
work.

Students will work in
groups to identify cards.


This activity will reinforce
students to observe multiplication
as repeated addition, standard
way of expressing (2 x 3) by
numbers and as well as through
pictures.

Set of cards
After Activity Teacher will ask one of the students
to share their experience of
selecting cards which shows
One of the students will
share his/her experience of
working with cards.
__

Prepared By : Nida Nooruddin (AKU-IED)











different ways of expressing a same
question sin tree different manner.


The class will be ended by appreciating students for working in collaboratively with the teacher.

Prepared By : Nida Nooruddin (AKU-IED)



Appendix A
A Set of Cards







































Reference: Activity adapted from:

Prepared By : Nida Nooruddin (AKU-IED)



http://www.teachingintheearlyyears.com/wp content/uploads/2014/03/IMG_2333.