TERM: 1st Term
WEEK: 12
CLASS: Primary 3
AGE: 8 years
DURATION: 5 periods of 40 minutes each
DATE:
SUBJECT: Mathematics
TOPIC: Multiplication
SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to
INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical, assessments
INSTRUCTIONAL MATERIALS: Multiplication tables, enlarged multiplication tables for the teacher, multiplication cards, videos from source
PERIOD 1: The 7 times table
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate a. 14 + 7 = b. 21 + 7 = c. 7 + 7 = d. 28 + 7 = e. 0 + 7 = f. 42 + 7 = g. 56 + 7 = h. 49 + 7 = i. 35 + 7 = j. 63 + 7 =  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher gives each pair of learners an array diagram and writes the following multiplication number sentence on the board: 1 × 7 = The teacher asks learners to use the array diagram to help them solve the problem, by hiding unnecessary rows and columns in the array.
The teacher asks: What do you notice about the answers that you recorded in your classwork book? (Learners may say that they see that the answers increase by 7 each time.)
NOTE: You may need to show learners the array diagrams for each of the calculations (as shown below) to help learners see that each time there is a row of 7 added.
In pairs, The teacher asks learners to use their array diagrams to find the answers to the following: 5 × 7 6 × 7 7 × 7 8 × 7 9 × 7
Learners need to record the number sentences and answers in their classwork books. Learners can then use these calculations and answers to create the rest of the 7 times table (up to 9 × 7).
The teacher draws this table on the board: The table is completed together as a class.
The learners are also asked to represent the table in a flowchart diagram  Pupils pay attention and participate  
STEP 3 CLASSWORK  Each pair or each group of learners is given a set of multiplication cards for the 7 times table. Learners need to prepare these cards (cut them up and write the answers on the back) as they did for the multiplication cards of the other times tables in previous lessons. There are 4 activities suggested below – you can do all of them if you have enough time, otherwise select 2 or 3 activities to do in this lesson.
Rules of the game 1 Learners work in pairs. a Learners shuffle the cards. b One learner holds up a number sentence for the second learner to read. c The second learner must read the number sentence and give the answer. d The second learner then holds up a number sentence card for the first learner. e Keep going until all the cards have been read.
2 Learners work in pairs. a Learners shuffle the cards. b Learners each hold up a number sentence card. c Learners need to say the answer to each other’s cards. d Learners then each select another number sentence card to hold up.
3 Learners work in groups of 3. a Learners shuffle the cards. b Learners lay out the cards with the answers facing up. c One learner calls out a multiplication number sentence. d The other two learners need to find the card with the answer to the multiplication number sentence. e The first learner to find the correct card gets to keep the card. f When there are no more cards left, the game can be played again with a different learner calling out the multiplication number sentences.
4 Learners work in pairs. a Learners shuffle the cards. b Learners lay out the cards with the answers facing up. c One learner selects a card. d The other learner must look at the answer and give a multiplication number sentence which has that answer. e If the learner says the correct multiplication number sentence then they can keep the card. f The second learner then selects a card for the first learner..  Pupils attempt their class work  
STEP 4 HOMEWORK  Complete the table
 Pupils attempt their class work  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to solve multiplication tables up to the 7 times table.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 2: The 7 times table
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations
Calculate 1. 7 x 1 = 2. 7 x 2 = 3. 7 x 3 = 4. 7 x 4 = 5. 7 x 5 = 6. 7 x 3 = 7. 7 x 2 = 8. 7 x 1 = 9. 7 x 5 = 10. 7 x 4 =  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher * gives pairs of learners a set of multiplication cards for the 7 times table. • Ask the learners to put the cards in order on their desks. • In pairs, learners hold up each card from the 7 times table in order to read it out loud to their partner. • Learners take turns to hold up the cards in order for the other learner to read the number sentence aloud and give the answers. • Learners check the answers each time.
The teacher Give the learners array diagrams to work with. • Write the following problem on the board: There are 8 netball teams of 7 players each. How many players are there in total? • The word problem must be written on three lines as shown above to assist learners to identify the critical information/numbers needed to solve the problem. • Read the problem. • Let the learners read the problem until they read it fluently. • Underline the numbers (8 and 7). • Underline the question (How many people are there in total?) with a wavy line. • Let learners work out the answer using their array diagrams. • Let learners present their ideas about how to solve the problem. • Ask learner to write the number sentence: 8 × 7 = 56 • Read the number sentence together several times, making the connection between the numbers in the number sentence and the story of the word problem. • Confirm that the answer is 56 players.
The teacher Give the learners array diagrams to work with. • Write the following problem on the chalkboard: There are 3 post boxes that have 7 letters each. How many letters are there in total? • The word problem must be written on three lines as shown above to assist learners to identify the critical information/numbers needed to solve the problem. • Read the problem. • Let the learners read the problem until they read it fluently. • Underline the numbers (3 and 7). • Underline the question (How many letters are there in total?) with a wavy line. • Let learners work out the answer using their array diagrams. • Let learners present their ideas about how to solve the problem. • Ask a learner to write the number sentence: 3 × 7 = 21 • Read the number sentence together several times, making the connection between the numbers in the number sentence and the story of the word problem. • Confirm that the answer is 21 letters.  Pupils pay attention and participate  
STEP 3 CLASSWORK  The learners are given Give each learner, each pair or each group of learners a set of multiplication cards for the 7 times table. Learners should have prepared these cards in the previous lesson. There are 4 activities suggested below – you can do all of them if you have enough time, otherwise select 2 or 3 activities to do in this lesson.
Rules of the game 1 Learners work in pairs. a Learners shuffle the cards. b One learner holds up a number sentence for the second learner to read. c The second learner must read the number sentence and give the answer. d The second learner then holds up a number sentence card for the first learner. e Keep going until all the cards have been read.
2 Learners work in pairs. a Learners shuffle the cards. b Learners each hold up a number sentence card. c Learners need to say the answer to each other’s cards. d Learners then each select another number sentence card to hold up.
3 Learners work in groups of 3. a Learners shuffle the cards. b Learners lay out the cards with the answers facing up. c One learner calls out a multiplication number sentence. d The other 2 learners need to find the card with the answer to the multiplication number sentence. e The first learner to find the correct card gets to keep the card. f When there are no more cards, the game can be played again with a different learner calling out the multiplication number sentences.
4 Learners work in pairs. a Learners shuffle the cards. b Learners lay out the cards with the answers facing up. c One learner selects a card. d The other learner must look at the answer and say the correct multiplication number sentence. e If the learner says the correct multiplication number sentence they can keep the card. f The second learner then selects a card for the first learner.
 Pupils attempt their class work  
STEP 4 HOMEWORK  Complete the table
 Pupils attempt their class work  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to solve 7 times table.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 3: Assessments
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 ORAL ASSESSMENTS  The teacher asks questions on counting forwards and backwards  Pupils respond and participate  
STEP 2 DISCUSSION  The teacher discusses all the methods used by some learners in the oral assessments(some of the questions are solved on the board by the learners) and addresses any misconceptions that may have risen  Pupils pay attention and participate  
STEP 3 WRITTEN ASSESSMENTS  1 Complete the tables
Complete the flow diagrams
 Pupils attempt their class work  
STEP 4 SUMMARY  The teacher marks the written assessments, corrects were necessary and commends the pupils 

PERIOD 4: The 8 times table
PRESENTATION  TEACHER’S ACTIVITY  PUPIL’S ACTIVITY  
STEP 1 MENTAL MATHS  The teacher begins the lesson with some mental calculations Calculate a. 24 + 8 = b. 8 + 8 = c. 0 + 8 = d. 16 + 8 = e. 32 + 8 = f. 56 + 8 = g. 48 + 8 = h. 40 + 8 = I. 64 + 8 = j. 72 + 8 =
 Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher • Give each pair of learners an array diagram. • Write the following multiplication number sentence on the board: 1 × 8 = • Ask learners to use the array diagram to help them solve the problem, by hiding unnecessary rows and columns in the array. • Encourage learners to verbalise that they identified 1 row with 8 dots in the row as shown in the diagram.
Let learners record the number sentence and answer in their classwork books. • Learners should repeat the above steps using the array to find the value of 2 × 8, 3 × 8 and 4 × 8 and record the answers in their classwork books.
• Asks: What do you notice about the answers that you recorded in your classwork book? (Learners may say that they see that the answers increase by 8 each time). • You may need to show learners the array diagrams for each of the calculations (as shown below) to help learners see that each time there is a row of 8 added
• You can then help learners to understand that 8 is added each time by writing out the repeated addition sum for each diagram on the board: • 8 + 8 is 16 • 8 + 8 + 8 is 24 • 8 + 8 + 8 + 8 is 32
CLASS ACTIVITY The teacher asks pairs of learners to use their array diagrams to find the answers to the following: • 5 × 8 • 6 × 8 • 7 × 8 • 8 × 8 • 9 × 8 • Learners need to record the number sentences and answers in their classwork books.
The teacher asks: How can we find the answer for each of them? (By adding 8 to the previous answer.) • Learners can then use these calculations and answers to create the rest of the 8 times table (up to 9 × 8). • The teacher draws this table on the board: • Complete the table together as a class.
The pupils are asked to draw the flow diagram on the board (you can make it go up to 9 × 8): • Complete it together as a class explaining that this is another way in which you can write up the multiples of 8.
 Pupils pay attention and participate  
STEP 3 CLASSWORK  Each pair or each group of learners is given a set of multiplication cards for the 8 times table. Learners need to prepare these cards (cut them up and write the answers on the back) as they did for the multiplication cards of the other times tables. There are 4 activities suggested below – you can do all of them if you have enough time, otherwise select 2 or 3 activities to do in this lesson.
Rules of the game 1 Learners work in pairs. a Learners shuffle the cards. b One learner holds up a number sentence for the second learner to read. c The second learner must read the number sentence and give the answer. d The second learner then holds up a number sentence card for the first learner. e Keep going until all the cards have been read.
2 Learners work in pairs. a Learners shuffle the cards. b Learners each hold up a number sentence card. c Learners need to say the answer to each other’s cards. d Learners then each select another number sentence card to hold up.
3 Learners work in groups of 3. a Learners shuffle the cards. b Learners lay out the cards with the answers facing up. c One learner calls out a multiplication number sentence. d The other 2 learners need to find the card with the answer to the multiplication number sentence. e The first learner to find the correct card gets to keep the card. f When there are no more cards, the game can be played again with a different learner calling out the multiplication number sentences.
4 Learners work in pairs. a Learners shuffle the cards. b Learners lay out the cards with the answers facing up. c One learner selects a card. d The other learner must look at the answer and say the correct multiplication number sentence. e If the learner says the correct multiplication number sentence they can keep the card. f The second learner then selects a card for the first learner.  Pupils attempt their class work  
STEP 4 HOMEWORK  Complete the table
 Pupils attempt their class work  
STEP 5 SUMMARY  The teacher summarizes by reminding the pupils how to solve the 8 times table.
She marks their class works, makes corrections where necessary and commends them positively 

PERIOD 5: Weekly Test/consolidations
TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 14 and gives the pupils follow through exercises, quiz and tests . She marks the exercises, makes corrections and commends the pupils positively.
PUPIL’S ACTIVITY: The pupils work on the worksheets and exercises given by the teacher individually
Today we are going over what we learned this week. We are learning more about multiplication.
NOTE: Question 3 of the activity calls for the learners to play the multiplication card game.
Learners need the cards for the 8 and 8 times tables for the game today.
Rules of the game
Rules of the game
Learners work in pairs.
a Learners shuffle the cards.
b Learners lay out the cards with the answers facing up.
c The first learner selects a card for the second learner.
d The second learner must say whether the answer is part of the 7 or 8 times table.
e The second learner must also say either the number that comes before the answer
shown, or the number that comes after the number shown.
f For example: If the number 40 is shown, the second learner will say “It is from the 8
times table and the number before it is 32”
g The second learner then selects a card for the first learner, and the game proceeds in the same way.
Complete the tables
a
 4 
 6  7  8 
x 7 
 35 



 3  4  5 
 7 
x 8 


 48 

Complete the flow diagrams
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