ESOL 5, 6, 11, 12, 15, 16, 18, 19
Cynthia Murray
November 18, 2010
MAE 4326
Adding Equal Groups: An Introduction to Multiplication
Lesson Plan
Grade Level: Third Grade
Topic: Adding Equal Groups: An Introduction to Multiplication
Description: In this lesson, students identify multiplication as adding equal groups. Students
will use manipulatives to demonstrate understanding and will design a chart to record
information. This begins an ongoing unit introducing the concepts of multiplication.
Sunshine State Standards:
MA.3.A.1.1. Model Multiplication and division including problems presented in context:
repeated addition, multiplicative comparison, array, how many combinations, measurement, and
partitioning.
Objectives: The student will be able to identify multiplication as adding equal groups and solve
multiplication problems with numbers 1 – 6 presented in context by counting equal groups.
Materials:
15 bags of 36 beans each
30 sets of index cards numbered 1-6
90 small paper plates
10 large paper plates
40 velcro counters
4 packages of playdoh
5 bags of peppermint candy 5 candies in each bag
Prior to the lesson organize the student manipulatives for each pair of students; 2 sets of six
index cards each numbered 1-6, six paper plates, 36 beans. (ESOL Use of visual aids)
Preview Vocabulary: (ESOL -Use preview activities /ESE introduce words the prior to the
lesson)
Equal groups are groups that have the same number of objects. Example: There are 4 groups of
5 in 20.
Multiply is when you combine equal groups. You can multiply to find out how many in all.
Step by Step Procedures:
Before
Tell the students that today we are going to explore adding equal groups. Please get out a piece
of paper and pencil.
Present Playdoh. Danielle has four packages of Play-Doh with four cans of Play-Doh in each.
How many cans of Play-Doh does Danielle have in all?
How can we find out how many cans of Play-Doh Danielle has in all? Take a minute to think
about the problem. You may use any strategy to solve this problem.
Ask students “What strategy did you use to solve the problem?”
Ask students “Please explain how you got your answer?”
Ask students “What is a math sentence we could write for this problem?”
ESOL 5, 6, 11, 12, 15, 16, 18, 19
Cynthia Murray
November 18, 2010
MAE 4326
Lead to adding equal groups and multiplication.
Let's try another problem: Present bags of peppermint candies. Tell students Kim has five bags
of peppermint candies. There are 5 peppermint candies in each bag. How many peppermint
candies does Kim have in all?
Repeat questioning.
During
Small Group Activity: Students will be grouped in pairs to complete a team activity. Tell the
students you are going to teach them to play a partner activity and to select a partner. Ask one
person from each group to be the materials manager. Ask the materials manager to come get
their materials for their activity. Students will model equal groups by putting the same number
of counters on each paper plate. Then the students will write the multiplication problem.
(ESOL)
Ask a student to come to the board to demonstrate the game for the class. Use paper plates and
counters to model the game for the students explaining the instructions below.
Activity Instructions: One partner will draw a card from one set of cards to find out how many
plates to use. Then pick a card from the other set to find out how many beans to put on each
plate. Students repeat this activity five times and record their work in a Multiplication Chart
with three columns: Draw, Think and Write. (Example attached)
Closure:
Class discussion: Ask students “What did you discover?” Ask students “Did you notice any
special relationships between any of your multiplication problems?” Answers may be: (2 x 3 = 6;
3 x 2 = 6) commutative property of multiplication; more than one way to get the same answer.
Ask students “Did you notice any patterns?”
(ESOL– Higher order thinking skills)
Assessment: Observation, Completed Multiplication Chart
Extension:
Students will be introduced to story problems with three variables to practice the concepts
introduced in this lesson.
Accommodations: ESE/ESOL modifications working in pairs, build background knowledge,
and preview vocabulary. Use verbal strategies that will help these students, speak at a slower
rate, pronounce words normally, use appropriate tone of voice, and use high frequency,
consistent words and phrases. English language learners at all levels of language acquisition
will benefit from working collaboratively in pairs or small groups; the use of pictures to illustrate
new words; and the use of drawings to identify concepts and relationships; and art to transcend
the language barrier. Use these strategies when administering assessments to English language
learners and ESE students, allow students to restate their understanding of directions, in their
own words; allow extra time to complete assessments; or provide a bilingual dictionary. Follow
specific IEP accommodations and modifications for ESE students based on their specific need or
disability.
ESOL 5, 6, 11, 12, 15, 16, 18, 19
Cynthia Murray
November 18, 2010
MAE 4326
References:
Burns, M. (2001). Lessons for Introducing Multiplication. Sausalito: Math Solutions.
Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & B, E. S. (1999). Children's Mathematics:
Cognitively Guided Instruction. Portsmouth: Heinemann.
Giganti Jr., P. (1992). Each Orange had 8 Slices: A Counting Book. New York: HarperCollins Publishers.
Van De Walle, J., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and Middle School
Mathematics: Teaching Developmentally. Boston: Allyn & Bacon.