Lesson 1: Meaning of Multiplication
Performance Objective: Given an example, class discussion, and physical manipulatives,
students will be able to explain multiplication including the definition and connection of
multiplication to addition.
Resources or Materials Needed: Real world problem written on board (see Appendix A:1),
“What does multiplication mean?” written on the board, anchor chart (see Appendix A:3), exit
ticket, physical manipulatives
Time: 60 minutes
Step 1: Pre-Instructional Activities: Ask, “What does multiplication mean? Have students
discuss in partnerships and then come together in a whole class discussion. The discussion will
be focused on differentiating between what multiplication is and how to actually multiply. Write
on the board, two lists: definition and how to multiply. Have student share what they discussed
and determine whether that should go under the definition or how to multiply. Once a rough
definition has been discussed, group the learners into groups of 4 and give a real world problem
to discuss (see Appendix A:1 for optional problems to use). Leave out the numbers for this
problem initially to help them focus on the context and situation. The students will need to work
together to come up with possible steps to solve this problem. This will become a class
discussion incorporating some of the strategies and concepts they already know about
multiplication. Students will be given virtual manipulatives to use to make sense of and represent
this problem. Keeping the numbers out of it helps the learners feel less overwhelmed and helps
them focus on the principles or concepts without focusing on the numbers.
Step 2: Content Presentation: Write objective on board and explain the lesson will be focused
on discovering the meaning or definition of multiplication. Have the students remain in their
groups and give them the numbers for the problem now. Students will be given physical
manipulatives to use to make sense of and represent this problem. Have the students come up
with a plan for the steps they plan to take. Then come together as a class. Talk about the context
of the problem. How did everyone choose to represent it visually? What do the models look like?
The groups will work together to create a visual model to show the problem using the physical
manipulatives. The learners will work through this problem cognitively focusing on the concepts
of what multiplication means within this context. Walk through and monitor as the students
create their visual representations and decide on steps to take. Once students have made good
progress, bring their attention back to the front and have these steps listed on the anchor chart.
Inform them to copy these in their notebooks. These are the general steps that should be followed
when solving a multiplication problem. Write these steps on the anchor chart. The steps will
consist of:
Context of problem
Visual or physical representation
Set up problem mathematically
Work through computations (multiplication facts, addition as needed)
Write answer and compare with context
Does answer make sense? Check answer
Have the students compare these steps to their own chosen steps. Then talk through each step
with the problem they have been working with. At the end of the lesson, the class will come
together in a final discussion. Present the students with the same question, “What does
multiplication mean?” Have the students briefly work together to come to a conclusion using the
problem that was solved, the steps that were followed and the visual or physical models created
to show the problem. Guide the discussion to
come to the conclusion as a class that
multiplication is directly connected to addition
(repeated addition).
Example of Anchor Chart:
(Be sure to split the paper into 4 boxes and leave
the other three for the methods you will add to
later. Use poster sized paper)
Step 3: Feedback: The main focus of the learner
participation aspect will be discussion with the class. Give all students the chance to participate
and discuss. Monitor the classroom to check on discussion. Try to guide their thinking or
understanding as needed. Consider different points that are brought up to bring up with the rest
of the class during the class discussion. Encourage the students to agree or disagree with what
their peers have said and to work together to come to a conclusion. The majority of the feedback
in this lessons consists of guiding and facilitating discussion, inquiry and deeper thinking in
relation to multiplication.
Step 4: Assessment: Exit Ticket on the meaning of multiplication (See Appendix B:1).
Step 5: Practice: Upon completion of the exit ticket, direct the students to to the Khan Academy
website to work through their independent lessons and practice on basic multiplication. Have
students complete the multiplication introduction portion on the page up through practice
meaning of multiplication. This will give them a different context to apply these concepts and
this deeper level of understanding. Allow the students to work in partnerships if they choose. If
not, they should work alone and stay on task.
