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
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
2. Complete the table
 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 100, 3s from 150, 4s from 200, 5s from 250  Pupils respond and participate  
STEP 2 CONCEPT DEVELOPMENT  The teacher * draws the below table
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 CLASSWORK  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 HOMEWORK  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.
 Pupils pay attention and participate  
STEP 3 CLASSWORK  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 HOMEWORK  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 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
CONSOLIDATION
1 Use your multiplication table to find the missing numbers:
2 Draw an array diagram to show:
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?
c. Write the answer
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