Single Digit Multiplication Lesson Plan
Michelle Hiken, Jessica Burton, Amanda Brunstrom
Content: Mathematics
Grade: Third Grade
Number of students in class: 18
Class Description:
This is a very diverse classroom of both 8 males and 10 females, with a total of 18 students. All
students come from mainly a middle socioeconomic background. One student has a mathematic
IEP, and is allowed to have extra time on work and tests, use a calculator, and go into another
room if she cannot concentrate in the classroom. Two students are ESL students, 1 student has
ADHD and needs to sit in the front of the classroom, 2 students are gifted and talents and require
more in-depth material, and 1 has a behavior disorder. Twelve students perform at grade-level
and six perform below grade-level.
State Standard, Indicator, and Objective from the SC:
Domain: Operation and Algebraic Thinking
Represent and solve problems involving multiplication and division.
3. OA. 1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5
groups of 7 objects each
Assessment Objectives: Multiplication 1-10
Technology Standards:
Standard 3.0 – Technology for Learning and Collaboration
A. Learning
B. Collaboration
C. Increase Productivity
INTASC Standards:
Standard One: Content Pedagogy
Standard Two: Student Development
Standard Three: Diverse Learners
Standard Four: Multiple Instructional Strategies
Standard Five: Management and Motivation
Standard Six: Technology and Communication
Standard Seven: Planning
Standard Eight: Assessment
Objective:
Students will apply their knowledge of addition to gain the skills of multiplication (0-9) based on realworld situations.
Materials:
Multiplication Table Worksheet

http://www.superteacherworksheets.com/multiplication/multiplication-chart-blank-12.pdf
Multiplying Fun Worksheet
Cheerios
Multiplying Cheerios
Farm Freak Out

http://www.multiplication.com/games/play/farm-freak-out
Exit Ticket
Media or Technology:
Promethean Board
Computers
Differentiation:


During guided practice, the teacher will assess students’ progress and provide additional guided
problems for those students who have not yet mastered the skills. (See “Multiplying Fun”).
During independent practice, the teacher will work in a small group of students based upon
individual students need for remediation. Students will complete factors three and four on the
multiplication table as well as use manipulates to answer the questions on the “Multiplying
Cheerios” worksheet. As the students display mastery, they will independently complete the
“Multiplying Cheerios” worksheet.
IEP Goal Addressed in this Lesson:
Mathematics Goal:
Processes of Mathematics: Sarah will have the skills and concepts to multiply the factors of 0-4 to solve
problems at grade level.
Objective: Given multiplication problems, Sarah will be able to implement repeated addition to solve
problems (i.e. using manipulatives or other counting devices)
Evaluation Methods: Classroom-based Assessment
With: 80% accuracy
Pre-Assessment:

Prior to the multiplication unit, a pre-assessment was administered. There were five
multiplication problems that were learned in the previous lesson. The questions were based on
0-2 multiplication factors. Eleven students were able to answer at least three out of five addition
problems. Four students could not answer more than two problems correctly. Three students
answered all five questions correctly.
Anticipatory Set:


Teacher will pose the following to the class:
o If the class is broken up into six groups of three people, how many students are in our
class?
 The teacher waits for an answer to see how many students are able to mentally
solve 6x3.
 Then, the teacher counts off the class in six groups of three so that the students
will have a visual representation of the multiplication problem.
 The teacher than asks again, counting by threes, how many students are in the
class?
Today’s objective is shared with the class. The teacher asks students why it is important to know
how to multiply.
Instruction:
Direct Instruction:


Teacher explains why multiplication is more efficient to use then addition, as well as reviewing
what the equation means.
The teacher explains the factors of three and four by explaining repeated addition.

The teacher will provide a series of numbers counting by factors of three and four, which will
contain a missing number in which the students have to figure out. A student will then come to
the promethean board and write the correct answer.
Guided Practice:


Teacher shows students real-life pictures on the promethean board and as a class they will
answer the following problems:
o Three cookies with four chips in each cookie, how many chips are in each cookie?
(3x4 =12)
o There are four rows of desks and there are six desks in each row, how many desks are in
the classroom?
(4x6 = 24)
o For dinner you ate dinner. Your mother ordered three pizzas, and each pizza has six
slices. How many slices do you have all together?
(3x6 = 18)
Teacher will assess students’ progress and provide additional guided problems for those
students who have not yet mastered the skill.
Independent Practice:




Students will fill out columns three and four on the multiplication table worksheet (see
“Multiplication Table”).
Teacher will form a small group based upon the individual students that need remediation and
teacher will guide them through the multiplication table worksheet. As students begin to
demonstrate mastery of multiplication skills, they will go on to the Cheerio worksheet (See
“Multiplying Cheerios”).
The students that worked independently on the multiplication table worksheet, once that is
completed, they will work on the Cheerio worksheet (See “Multiplying Cheerios”).
Once the students have completed the “Multiplying Cheerios” worksheet, they will play a
multiplication game online, “Farm Freak Out.”
Homework:

Students will come up with five multiplication problems between the factors of 0-4, which
they will bring to class the next day and switch with a peer and their peer will solve their
problems.
Closure:

Teacher will have students summarize the lesson by asking the following:
o What did we learn today?
o How do we multiply?
o
o
o
Why is it important to know how to multiply?
Does anyone have any ideas of how we can apply our new learning to another
topic?
What did we do in this lesson that made it easier to determine the product of the
multiplication problem?
Formative Assessment:


Students will independently complete an exit ticket (See “Exit Ticket”)
o Teacher will instruct students to write the number correct and the number incorrect
from “Farm Freak Out” game in independent practice.
Teacher will analyze the exit ticket data, making note of students’ misconceptions, in order
to identify students who will need re-teaching opportunities.
Reflection:

Teacher reflects on changes in teaching that could improve results.
Multiplying Fun
1. 0 x 2 =
2. 1 x 4 =
3. 6 x 1 =
4. 3 x 4 =
5. 0 x 8 =
Multiplying Fun
1. 0 x 2 =
2. 1 x 4 =
3. 6 x 1 =
4. 3 x 4 =
5. 0 x 8 =
Multiplying Fun
1. 0 x 2 =
2. 1 x 4 =
3. 6 x 1 =
4. 3 x 4 =
5. 0 x 8 =
Name: ___________________
Exit Ticket
Are the following problems the same or different?
Solve the problems to find the answer.
3+3+3=?
3x3=?
2+2=?
2x4=?
4+4+4+4+4=?
4x6=?
Name: ___________________
Exit Ticket
Are the following problems the same or different?
Solve the problems to find the answer.
3+3+3=?
3x3=?
2+2=?
2x4=?
4+4+4+4+4=?
4x6=?
Name: ___(Gifted Students)__________
Multiplying Cheerios
Use your cheerios to find the answers to these
problems.
1. 4 x 10 =
2. 4 x 4 =
3. 2 x 12 =
4. 3 x 11 =
5. 5 x 3 =
6. 4 x 9 =
7. 10 x 3 =
8. 8 x 4 =
9. 3 x 12 =
10.8 x 4 =
Now enjoy your delicious cheerios!
Name: ___(Special Education Students)_____
Multiplying Cheerios
Use your cheerios to find the answers to these
problems.
1. 4 x 3 =
2. 1 x 4 =
3. 2 x 3 =
4. 3 x 5 =
5. 1 x 3 =
Now enjoy your delicious cheerios!
Name: ___(General Education Students)____
Multiplying Cheerios
Use your cheerios to find the answers to these
problems.
1. 4 x 3 =
2. 1 x 4 =
3. 2 x 3 =
4. 3 x 5 =
5. 1 x 3 =
6. 4 x 6 =
7. 7 x 3 =
8. 8 x 4 =
9. 3 x 9 =
10.5 x 4 =
Now enjoy your delicious cheerios!