Early Childhood Program Lesson Plan Format Movement Based Experiences

Name of Teacher Candidate: Jessica Beck Date: 11/8/18

Grade Range: (check one)
Pre-K – K _____ 1st – 3rd __JB_ 4th – 5th _____
Name of the Experience:
Multiplication cups
Targeted Areas of Development:
Fine motor skills
Time Required: Instructional Groupings:
20 minutes  Small group activity with 8 students at a time.
 I also put them in partners within the small
group.
Standards
MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
PE3.4 The physically educated student exhibits responsible personal and social behavior that respects
self and others in physical activity settings.
a. Demonstrates the ability to work successfully with a partner or with a small group.
b. Exhibits self-control and takes personal responsibility for student’s own actions by actively and
independently practicing skills.
As a result of this experience students will…
Learning Objectives:
The Learning objective for this lesson is to learn multiplication memorization tips and to memorize more
multiplication facts while also using fine motor skills.
Assessment (Each learning objective must be assessed. How will students demonstrate the skills targeted in the learning objectives?
Assessment Strategy:
The assessment strategy is to count how many multiplication cups the pair of students got correct. This shows by
how many cups the children had stacked.
In the next activity one partner is quizzing and the other partner is saying the answers. The quizzer will count
how many facts their partner got.

Steps in the Experience (Include step-by-step directions necessary for implementation of the experience. Use a bulleted format. Include
the attention getter or the hook for the experience, the introduction, the procedures, and the closing.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the experience.)
Once I got my students in my station I told them, “I was so thirsty last night so I decided to buy over 300 cups.
Afterwards I thought, I can use these for multiplication facts!”
Introduction:
To introduce my fine motor skills activity, first I wanted to go over some multiplication memorizing fact tricks. I
went over 2’s, 4’s, 5’s, 9’s, 10’s and 11’s. Then I placed multiple cups in front of the students and began explaining
my instructions.
Instructional Strategies:
 First go over multiplication tricks.
 Hand out stacks of cups
 Explain the first activity: With a partner, pick up one cup at a time and solve the multiplication fact on it. If
you get it correct start making it into a pyramid. Say the answer to the fact out loud so I know you’re doing
them. See how many cups you can make into a pyramid before time is up. You will have three minutes.
 Set timer for three minutes and count down by 5 to tell the students to start.
 After three minutes is up, see how many cups the students stacked and which set of partners has the most
out of the group.
 Then explain the next activity: For this activity, one partner is going to be the quizzer and one partner is
going to answer the multiplication facts. The answer to the multiplication fact is inside the cups so the

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College
Early Childhood Program Lesson Plan Format Movement Based Experiences

quizzer may check to see in their partner is correct. After time is up, the quizzer will count up the tower
stack of multiplication facts their partner got correct. You are not building a pyramid with this activity, you
are just stacking the cups normally like a tower. After the two minutes is up you will switch.

Closure/Wrap up: After the second activity is done, have the students clean up the cups. Ask them what they thought of the activity and
remind them to use the multiplication tricks to help them figure out facts on their work.
Instructional Supports
Resources and Materials Used to Engage Students in Learning
I used small plastic bathroom cups and used a sharpie to write multiplication facts on the outside and the answer
on the inside of the cups.
Modifications and Adaptations
Suggested Modification for Students with Disabilities: For students with disabilities maybe have them do this
activity with a partner that can help them or have them make smaller pyramids so they would not fall.

Suggested Adaptations for the Other 2 Grade Ranges

For younger age ranges I would not do the pyramid activity I would just do the normal stacking partner activity
and I would use addition facts or just number recognition on the cups instead of multiplication facts. For older
grades it is still important that they know their multiplication facts so I would leave multiplication facts but I
would also put in division facts. This would be a great way for them to review.

Early Childhood Program – Lesson Plan Format – Movement Based Experiences John H. Lounsbury College of Education, Georgia College