# UWA Lesson Plan 2_Haynes ```Lesson Plan Title: Double Up with 2s and 4s
Concept/Topic to Teach: Multiply with 2 and 4
Standards Addressed: ACOS #3 Use multiplication and division within 100 to solve word
problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem. [CC.3OA3]
Specific Objectives: The students will be able to count by 2s, draw an array, or use doubles to
multiply with the factors 2 and 4.
Required Materials: pencil and paper per student, precut circles, jelly beans (as counters), dry
erase markers, Math Boards, square tiles, digit cards, picture book “The Best of Times” by Greg
Tang, interactive board (eManipulatives), SMART Tools (SMART Notebook interactive games)
Anticipatory Set (Lead-In): Hold up a jar of jelly beans (or any candy that may interest your
students) Pose Question: “If I was to give each student two pieces of candy, how many pieces
would I give out?” Whoever answers correctly first gets a piece of candy. Purpose: Inform
students, today they will be learning to multiply by 2s and 4s in cooperative groups and
independently.
Step-By-Step Procedures for Teaching the Lesson:
Engage: Read, “The Best of Times” Access Prior Knowledge: Help students’ recall and discuss
the difference between addition and multiplication. Draw on interactive board circles of equal
and unequal groups. Insert counters using animated math models (eManipulatives) Allow
students the opportunity to tell whether addition/multiplication can be used to find the total.
Teach: Begin lesson with a word problem. Relate to students. Two students are participating in
the Halloween party. Each of the students has 4 costumes. How many costumes do they have in
all? Remind students, multiplying when there are two equal groups is like adding doubles.
Model: Draw counters to show the costumes. (Two circles, four costumes in each circle). Think
Aloud: I know I have 2 groups of 4 so 4 + 4 = 8. Write: 2(how many groups) x 4(how many in
each group) = 8(how many in all). Ask: 1) Why is the first factor in the multiplication number
sentence 2? 2) Why can you use multiplication to find the total? 3) How can you use
multiplication to show 3 equal groups of 2 counters each? Example: Use doubles to find 4 x 7:
Tell students when you multiply with 4, you can multiply with 2 and then double the product.
4x7
2 x 7 = 14
14 + 14 = 28
So, 4 x 7 = 28
Guided Practice/Monitoring: Instruct students to take out Math Boards and dry erase markers.
At this point, the students will use Math Boards to explain their thinking on a teacher generated
problem. This is a small group activity, you are to walk around as the students construct their
answers. Problem: “Double 2 x 9 to find 4 x 9” as you are monitoring, students are to multiply 2
x 9 =18 then double the product. 18 + 18 = 36. So, 4 x 9 = 36
Independent/Group Activity: Inform students that they are to complete a game on the
computer using ClassTools.net. They are to construct multiplication sentences using the
strategies learned in class. After constructing multiplication sentences the students are to save the
multiplication sentences and interactive game under the group leader name. After completion,
allow the students to walk around and complete the activity using the doubling method.
Closure (Reflect Anticipatory Set):
1. How can you multiply with 2 and 4?
2. Explain how you can use doubles when multiplying with 4 to find 4 x 6.
3. How is a multiplication table similar to an addition table?
4. How can repeated addition help find unknown factors in a multiplication sentence?
Assessment Based on Objectives:  The students will count by 2s, draw an array, or use
doubles to multiply with the factors 2 and 4 with at least 80% accuracy.
Adaptations (For Students With Special Needs): (Specific Learning Disability SLD student)
Have partners each make 2 rows of 4 tiles each. Ask: What multiplication sentence can you write
to show how many tiles you have in all? (2x4=8)Then have partners join their rows to make 4
rows in one group. Ask students to write a multiplication sentence to show how many tiles they
have in all. (4x4=16). Ask: How does knowing 2x4=8 help you find 4x4? The students should be
able to respond by saying “I can double the product for 2x4 to find the product for 4x4;
8+8=16
Extensions (For Advanced Students): “What’s My Number” Have students shuffle a set of
cards (1-9) and place them face down in a pile. One partner selects a card, keeping it hidden, and
then mentally finds the product of that number and 2 and says the product aloud. The other
partners name the number that was multiplied by 2 to get the given product. Partners reverse
roles and repeat the activity until all the cards have been used. Partners repeat the activity with 4
as factor. This can be used for all multiplication facts. Example: I pull the number 3, I mentally
multiply 3x2=6, I tell my partner 6, they must guess my number is three.
Possible Connections to Other Subjects: Reading across text: Small group allow students to
read “The Best of Times” students use Problem Solving Skills to find the total number of objects
in each collection. Technology: Multiplication.com…Carl’s Cookie Capers allows students to
practice multiplication facts of 2 and 4.
Reflection:
1) Was the lesson engaging? Did I have full class participation? How can I make this lesson
more exciting?
2) Did students understand the purpose of doubling the product?
3) What other strategies can be used to teach this lesson?
4) What extension activities can be used to reinforce skills?
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