TERM: 2nd Term

WEEK: 3

CLASS: Primary 3

AGE: 8 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: Multiplication patterns

SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to

Develop an understanding of the patterns (rules) associated with multiplying by 0.
Develop an understanding of the distributive law.

INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical, assessments

INSTRUCTIONAL MATERIALS: Multiplication tables, enlarged multiplication tables for the teacher, array diagram, enlarged array diagram, multiplication cards, videos from source-

PERIOD 1: Assessment

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. Calculate

a	10 x 7
b	3 x 10
c	10 x 10
d	1 x 10
e	10 x 2
f	5 x 10
g	9 x 10
h	10 x 5

2. Complete the table

		Repeated addition	Number sentence
1	4 groups of 6		4 x 6 = 24
2	2 groups of 4	4 + 4
3		10 + 10 + 10	3 x 10 = 30
4	5 groups of 7
5	10 groups of 6	6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6
6	4 groups of 9		4 x 9 = 36
7		5 + 5 + 5 + 5 + 5 + 5 + 5 + 5
8	9 groups of 8	8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8 + 8

Pupils attempt their class work

STEP 4

SUMMARY

The teacher marks the written assessments, corrects were necessary and commends the pupils

PERIOD 2: Multiply by 0 and find the missing number

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Count backwards in 2s from 10-0, 3s from 15-0, 4s from 20-0, 5s from 25-0

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

* draws the below table

SCORES	DARTS	TOTAL
	0	0
4	10	40
10	3	30
0	7	0

The focus is on the first and fourth rows

• Asks: If Sophia threw 7 darts that missed the board, he scored 0 with 7 darts.

(Encourage the learners to discuss how they could work out how many points were

scored in total from these throws).

• Asks: What’s the total score for 7 darts with a score of 0? (7 × 0 is 0 which means when

we have a 0 score 7 times, we get 7 × 0 = 0)

Note: that in this problem the 0 is the score per dart, 7 × 0 = 0.

• Asks: What’s the total score for score 0 thrown? (0 groups of anything is zero because

you have no groups, you have 0; 0 × … = 0)

Note: that in this problem the 0 is the number of darts, 0 × … = 0.

CLASS ACTIVITY

The teacher

* Writes the following questions on the board.

• Lets learners solve them.

a 10 × 2 = (20) b 5 × 0 = (0) c 4 × 10 = (40) d 0 × 4 = (0)

e 9 × 0 = (0) f 10 × 7 = (70) g 0 × 8 = (0) h 9 × 10 = (90)

• Asks: What do you notice about multiplying 10 and 0?

For example:

- If we multiply by 10, the number in the ones place moves to the tens place (e.g. 10 × 2 =

20, the number 2 in the ones place moves to the tens place and the answer is 20).

- If we multiply any number by 0, the answer is 0.)

ACTIVITY II

The teacher

• Gives each pair of learners a multiplication table.

• Writes the following problem on the board:

â × 2 = 14

• Asks: How can we work out what the missing number is? (We go down the column of

2 until we reach the 14. The number of the row that 14 is on will be the missing number.

The missing number is 7).

Learners write the problem and the answer in their classwork book.

• Writes the following problem on the board:

3 × â = 21

• Asks: How can we work out what the missing number is? (We go along the row of

3 until we get to the 21. The number of the column that 21 is on will be the missing

number. The missing number is 7).

Learners write the problem and the answer in their classwork book.

Pupils pay attention and participate

STEP 3

CLASS-WORK

Note: If learners have already memorised the multiplication tables and can find the answers

mentally when they do this activity, it is fine.

1 Use your multiplication table to find the missing numbers:

1. ____ x 3 =

2. 7 x ___ = 14

3. ___ x 9 = 36

4. ___ x 4 = 20

5. 8 x ____ = 24

6. 2 x ____ = 18

7. ___ x 7 = 28

8. 5 x ____ = 35

9. ____ x 6 = 18

10. 4 x ____ = 32

11. 3 x ____ = 27

12. ____ x 6 = 42

13. ____ x 5 = 45

14. 8 x ____ = 64

15 . 2 x ____ = 12

2. Calculate:

a 0 × 5 =

b 4 × 10 =

c 0 × 3 =

d 10 × 6 =

e 0 × 10 =

f 8 × 10 =

Pupils attempt their class work

STEP 4

HOME-WORK

Calculate:

a 0 × 6 =

b 7 × 10 =

c 0 × 2 =

d 10 × 5 =

e 10 × 0 =

f 9 × 10 =

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to multiply with 0 by identifying patterns (rules).

She marks their class works, makes corrections where necessary and commends them positively

PERIOD 3: More multiplication patterns

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Calculate

1. 3 x 7 =

2. 4 x 2 =

3. 6 x 9 =

4. 8 x 7 =

5. 7 x 1 =

6. 8 x 8 =

7. 9 x 4 =

8. 7 x 6 =

9. 1 x 9 =

10. 8 x 3 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Writes the following problem on the chalkboard:

There are 4 bags.

Each bag contains 3 blue marbles and

2 yellow marbles.

• 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.

• Reads the problem.

• Lets the learners read the problem until they read it fluently.

• Underlines the numbers (4, 3 and 2).

• Lets learners find the total number of marbles in two different ways.

a Find the number of marbles in each bag first and then find the total number.

b Find the total number of marbles of each colour first and then find the total number.

• Lets learners draw circles in array. Let them draw circles to explain the difference.

a Find the number of marbles in each bag first.

If learners can’t find the answer, ask following questions to help them think through each of the two ways of finding the solution.

a Find the number of marbles in each bag first.

• Asks: How many marbles in each bag? (3 + 2 = 5).

• Asks: How many marbles are there altogether? (4 × 5 = 20 marbles).

b Find the total number of each colour first.

• Asks: Can you work out the total number of blue marbles? (4 × 3 = 12).

• Asks: Can you work out the total number of yellow marbles? (4 × 2 = 8).

• Asks: How many marbles do we have altogether? (We have 12 + 8 =

20 marbles).

• Lets the learners write the number sentence.

• Confirms the number sentence with the learners, i.e. 4 × (3 + 2) = (4 × 3) + (4 × 2) = 20.

• Learners may have forgotten the meaning of a bracket. Remind them of the meaning, i.e. you must calculate what is inside the bracket first.

CLASS ACTIVITY

The teacher and learners

• Finds the answers to the following. Then compare if they are the same or not.

Number sentence	Answer
1. 3 x (2 + 4)
2. (3 x 2) + (3 x 4)
3. 4 x (6 + 3)
4. (4 x 6) + (4 x 3)
5. 8 x (3 + 4)
6. (8 x 3) + (8 x 4)

Pupils pay attention and participate

STEP 3

CLASS-WORK

Use the multiplication table to find the missing numbers

a â × 4 = 28

b 5 × â = 40

c 2 × â = 18

d â × 6 = 36

e â × 7 = 49

f 2 × â = 10

g â × 8 = 48

h 7 × â = 21

i 9 × â = 45

j â × 2 = 12

k â × 3 = 12

l â × 6 = 54

m 6 × â = 18

n 4 × â = 16

o â × 9 = 72

p 8 × â = 32

Pupils attempt their class work

STEP 4

HOME-WORK

I have 3 bunches of flowers.

In each bunch there are 3 pink flowers and 4 white flowers.

How many flowers do I have altogether?

a. Draw a diagram.

b. Write the number sentences.

c. Solve for the answer

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils the distributive law.

She marks their class works, makes corrections where necessary and commends them positively

PERIOD 4: Assessments

PRESENTATION	TEACHER’S ACTIVITY	PUPIL’S ACTIVITY
STEP 1 ORAL ASSESSMENTS	The teacher asks questions on multiplication patterns and laws	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 Draw a line between number sentences that give the same answer: 3 × 5 8 × 6 7 × 4 2 × 5 6 × 8 4 × 9 9 × 1 5 × 3 5 × 2 4 × 7 6 × 3 7 × 8 8 × 7 1 × 9 9 × 4 3 × 6 2. Find the missing numbers a. â × 5 = 35 b. 6 × â = 36 c. 7 × â = 28 d. â × 8 = 72 e. â × 2 = 14 f. 5 × â = 30 3 Draw an array diagram to show: a. 3 x 2 b. 2 x 3 c. 5 x 1 d. 1 x 5	Pupils attempt their class work
STEP 4 SUMMARY	The teacher marks the written assessments, corrects were necessary and commends the pupils

PERIOD 5: Weekly Test/consolidations

TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 1-4 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

CONSOLIDATION

1 Use your multiplication table to find the missing numbers:

â × 9 = 54
3 × â = 12
â × 7 = 21
4 × â = 36

2 Draw an array diagram to show:

6 x 2
2 x 6
7 x 4
4 x 7

3 Solve the problem:

I have 4 bags of shapes.

In each bag there are 2 triangles and 5 rectangles.

How many shapes do I have altogether?

Draw a diagram
Write the number sentences

c. Write the answer

Lesson Notes By Weeks and Term - Primary 3