Curriculum Maths Class Year Teacher’s signature

3/Stage 2
Topic Multiplication Date Monday 27/5 Time Middle
Session 11:45-
12:45pm

Learning Intention: Outcome(s) Prior knowledge

We are learning to represent our times tables using arrays Uses appropriate Students have completed a pre-
terminology to describe, assessment prior to first lesson so
and symbols to represent, teacher can gain an idea of where
Success criteria: mathematical ideas – MA2- the children are
Students can represent their times tables using arrays 1WM
Time Teaching strategies Learning strategies Grouping Space Resources
Intro  Teacher to introduce multiplication to the Whole class On the carpet White board / Markers
10 mins
class
 Brainstorm words associated with
multiplication as a mind map on the board
 Times tables YouTube video - YouTube video
https://m.youtube.com/watch?v=850t1vjT
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Body  Teacher to time 2 minutes and have Whole class On the carpet Children’s small white
30 mins activity but boards / markers
children write their 2 times tables (only
answers 2, 4, 6 etc.) using skip counting individual work
on their white boards – child that gets to
the highest number is the winner
 Teacher to introduce concept of arrays to Individual work Students at their Arrays poster – appendix
class (is mentioned in the YouTube video desks 1
above) – have arrays sheet showing on
TV for children to reference to – refer to
appendix 1. Teacher may use concrete
materials to address the concept.
 Students to complete multiplication arrays Arrays worksheet x30
sheet – refer to appendix 2
Conclusion  Students to pack up their desks and hand Whole class On the carpet
10 mins
work sheet to the teacher, then sit on the
floor
 Class discussion on arrays
 Direct children to their maths groups
Differentiation: Summative Evaluation
Emergent
Emergent learners are invited to sit on the carpet with the teacher and work together
Emergent learners can also use concrete materials to assist them with arrays
Advanced
Advanced learners can use a blank sheet of paper and come up with their own more
complex arrays – using timetables other than 2, 3, 5 & 10 times tables
Teaching notes Follow up
Students completed a pre-assessment on multiplication in previous math lesson

Appendix 1 Appendix 2