Week 1 Overview

Lesson
Monday

Learning Experience
Teaching Considerations/ Resources
Introduction
Counters
Introduce the meaning of groups and putting objects into equal groups
Explain why we break objects up into groups to show a multiplication
Respond positively to students lack of
Ask students how they could organise counters if we wanted to make 3 equal groups of
response
4 counters in each group
Model language when talking about
Using magnetic counters students come up and organise counters into groups
groups in maths.
Model the use of language related to groups e.g. share, equal, groups
Show students that this repeated addition can be seen as multiplication e.g. 4+4+4=12
is the same as 3 x 4 = 12
Pair students with similar abilities.
Repeat this for more examples
Body
Write and wipe boards
In pairs students arrange counters in groups to match the multiplication sentence
On their write and wipe boards they write their repeated addition sum and then their
Monitor students ability to make their
multiplication sentence
own sums.

These are shown to the educator

Conclusion
Students can now make up their own multiplication sentences with their counters

Modification - Activities involving

materials in equal-sized groups will
have to be met well before the term of
repeated addition is introduced. e.g.
counting groups out with an equal
amount of counters.

Scaffold show visual cards of groups

to show students what it looks like

Extension - Exposure to numerous

examples of groups to develop
multiplication based problems.
Reversing the multiplication to show
that the groups change but the number

of object altogether stay the same.

Tuesday

Introduction
Revise the concept of groups as multiplication
Play clumps with the class
Once in their clumps ask students if they know what the groupings are e.g. 5 groups of
5 people in each group
Repeat this for the next rounds
Body
Ask students how we put objects into equal groups
Write a one digit multiplication on the board
Write below the numbers groups and objects in each group (refer to appendix 1)
Ask a students to come up and show how you make the group using magnetic counters
Model this process again and talk through the steps of how to group objects equally
Hand out an activity sheet that shows multiplication as a group (refer to appendix 2)
Students individually make groups with the numbers the multiplication shows
Conclusion
With a partner students then check their answer with counters.
Talk about these in multiplication sentences
Show the LM once they are all checked

Wednesda
y

Introduction
Work in small groups and give each group a half-dozen egg carton
One student puts a counter in each section of the carton
The other students have to count to find the total number
Discuss different strategies to count e.g skip counting or making an addition or
multiplication sentence
Students write and compare their answers
Each students has a turn to fill the egg carton
Body
Whole class Explain what an array is using the egg carton as the example
Using correct terminology model how you would find out how many counters there were

Whole class large space need

Counters
Work sheet (appendix 2)

Modify: Provide simple multiplication

groupings and allow students to have
extra assistance e.g. TA.

Scaffold: Let these students use

counters when completing the
worksheet.
Extend: Give these students more
difficult one digit groupings

Check for understanding

Collect egg cartons

Counters
Give more examples if students
are finding concept difficult
Respond positively to students
lack of response
Similar ability pairs
Modification - Have students only
set out the array one way as
setting it out in reverse looks

e.g. 2 rows with 3 eggs in each row is 6 eggs altogether.

Show students on the board how this is worked out
Use language e.g. in an array we show 2 x 3 not as 2 separate groups but as 2 rows of
3 objects
Show students an example of an array on the board
Students have a go using their counters
Conclusion
In pairs students talk about their arrays in multiplication sentences.
Monitor this talk and come back together to clarify and share sentences and answers

Introduction
Revise setting out arrays and using them to visualise a multiplication
Ask students to say a multiplication sentence
Write on the board and together with students go through the steps to make an array.
Repeat for more examples
Body
Small group rotations rotate every 10 minutes
Connect four students have cards with a multiplication sums written on them
As a team partners need to create this array as quickly and efficiently as they can
Array work sheet individually students complete the array worksheet (appendix 3)
Array snap in pairs students have a deck of cards with different arrays on them. If students
place down the same array as the student before them they get the cards.
Arrays with counters make arrays with counters and explore different ways to set out an
array e.g. 6 rows of 2 etc.

Thursday

Friday

Conclusion
Challenge question challenge students by making them draw two different arrays for
each number e.g. 12,20 and 30.
Students individually work on this
Allow students to use counters in they need to
(count out the number and then put it into rows)
LM to check students arrays.
Introduction

completely different. Do this until

they understand the concept of
reserving multiplication.
Scaffold show visuals of what
an array looks like
Extension - Students should show
as many ways as possible to
show a certain number in groups
and arrays. E.g. 20 can be 4
groups of 5, 2 groups of 10 etc.
Connect four
Array work sheet (appendix 3)
Snap cards
Counters
TA help students if they are having
trouble
Modify: Provide simple multiplication
arrays and allow students to have
extra assistance e.g. TA.

Scaffold: Let these students use

counters when completing the
worksheet.

Extend: Give these students more

difficult one digit arrays. Challenge
question students come up with the
most combinations with can think of
her the arrays for 12, 20 and 30.

Explain to students that multiplication can be reversed

With counters students set out an array for 6x3
Ask students to show the reverse of this array 3x6
Point out to students that they will use the same number of counters for this
Ask students how did you use the exact same number of counters for this?

In pairs students will work together to find the groups and arrays that match
Once students have identified what the multiplication is set it out as a repeated
addition.
Write the correct groups and arrays in maths books
Show through writing and drawing the ways that the multiplication could be shown
e.g. 2x5, 5x2

Counters
Groups and array match cards
Check understanding of reversing
multiplication

Modification - students need to use

concrete materials in an organised
way to allow a smooth and consistent
development from the initial concept
through to learning basic
multiplication facts
Scaffold model an array using a
different strategy e.g. visual, hands
on.
Extend - Introduction of the written
algorithm for larger numbers e.g.
vertical recording. Create a sequence
of steps to use with students for
developing multiplication.

Body

Conclusion
Revise what was learnt during the week
Test students knowledge about groups and arrays by asking questions and having
students making arrays that the LM says e.g. put into groups 8x3
Asks students to reverse this multiplication

Appendix 1

Appendix 2

1. Complete the charts showing multiplication as groups. (do not complete the array today). (Firefly Education, 2011)

a.

b.

c.

Appendix 3 - (Snappy Maths, 2015)

http://www.snappymaths.com/multiplication/earlymult/earlymult.htm