Name Delight Galley
School Dayspring Professional Institute
Subject Maths
Date April 23, 2026
Total Students Week Duration Form Period
34 Week 2 30 mins Basic 3 Single
Strand Numbers
Sub Strand Multiplication
Learners will understand the concept of multiplication of whole
Content Standards
numbers.
Identify multiplication as repeated addition; Use multiplication
Learning Indicators
symbols; Apply multiplication to solve problems.
Learners can explain multiplication as repeated addition, use the
Learning Outcomes multiplication symbol correctly, and solve simple multiplication
problems.
Pedagogical Interactive teaching, cooperative learning, direct instruction,
Strategies questioning, demonstration, and use of manipulatives.
Whiteboard or chalkboard, markers or chalk, number charts,
Teaching &
multiplication flashcards, counters (e.g., beads, blocks), worksheets,
Learning Resources
real-life objects for multiplication examples (e.g., fruit, pencils).
Multiplication, multiply, times, product, groups of, repeated addition,
Key Words
array, factor, commutative property.
Essential Questions
Teacher Learner
How can I make multiplication engaging and How does multiplication help us solve
relevant for my learners? problems in everyday life?
Teacher/Learner Activities
Introduction Activity (2 mins)
Teacher Activity
Greet learners, check attendance, and briefly review previous lesson on addition/subtraction.
Introduce the topic of multiplication as a faster way to add.
Learner Activity
Respond to greetings, participate in the review, listen to the introduction.
Starter Activity (3 mins)
Teacher Activity
Present a scenario: 'If one basket has 5 apples, how many apples are there in 3 baskets?' Ask
learners how they would solve this. Guide them to see it as repeated addition (5+5+5). Introduce
the multiplication symbol 'x' and show 3 x 5 = 15.
Learner Activity
Listen to the scenario, suggest solutions, participate in the discussion, understand the link
between repeated addition and multiplication.
Main Lesson Activity (20 mins)
Teacher Activity
Step 1: Introduce multiplication as repeated addition using counters. Arrange counters in groups
(e.g., 4 groups of 3 counters each). Ask: 'How many counters in each group?' (3). 'How many
groups?' (4). 'How can we find the total?' (3+3+3+3). 'What is the multiplication sentence?' (4 x
3 = 12). Repeat with different examples.
Step 2: Use a number chart or whiteboard to demonstrate multiplication facts (e.g., 2x1, 2x2,
2x3...). Explain the commutative property (e.g., 3 x 4 is the same as 4 x 3). Use flashcards to
drill basic multiplication facts.
Step 3: Introduce word problems involving multiplication. Present simple scenarios: 'A farmer
has 5 cows, and each cow gives 2 litres of milk per day. How much milk do all the cows give in
a day?' Guide learners to identify the multiplication needed (5 x 2).
Step 4: Distribute worksheets with multiplication exercises. Include both direct multiplication
(e.g., 6 x 7) and simple word problems. Circulate around the classroom, observe learners' work,
and provide assistance.
Step 5: Pair learners for a cooperative learning activity. Give each pair a set of multiplication
flashcards. They take turns asking and answering multiplication questions. Encourage peer
teaching.
Step 6: Facilitate a whole-class discussion where learners share their solutions to worksheet
problems and explain their reasoning. Address common errors and misconceptions.
Step 7: Introduce multiplication of a two-digit number by a one-digit number using the
distributive property (e.g., 12 x 3 = (10 + 2) x 3 = (10 x 3) + (2 x 3) = 30 + 6 = 36). Use place
value blocks if available.
Learner Activity
Step 1: Use counters to form groups and write multiplication sentences. Participate in
identifying groups and totals.
Step 2: Follow along with the number chart/whiteboard. Practice reciting multiplication facts.
Participate in flashcard drills.
Step 3: Listen to word problems, identify the multiplication operation, and suggest answers.
Step 4: Complete the worksheet individually, applying learned concepts. Ask for help when
needed.
Step 5: Work with a partner, using flashcards to practice and reinforce multiplication facts.
Step 6: Share solutions and explain methods. Listen to peers' explanations and learn from them.
Step 7: Follow the demonstration, attempt to break down two-digit numbers for multiplication.
Lesson Closure Activity (5 mins)
Teacher Activity
Summarize the key concepts of multiplication. Ask learners to share one thing they learned.
Assign a brief homework task reinforcing the day's lesson. Congratulate learners for their effort.
Learner Activity
Participate in the summary, share learning points, note down homework. Respond positively to
encouragement.
Formative Assessments Questions
Question 1
What does the symbol 'x' mean in mathematics?
Hint
Use during Step 1 of Main Lesson Activities to check understanding of the multiplication
symbol.
Question 2
If you have 6 groups of 2 apples, write the repeated addition sentence and the multiplication
sentence.
Hint
Use after Step 2 of Main Lesson Activities to assess the connection between repeated addition
and multiplication.
Question 3
Sarah has 3 boxes, and each box contains 5 crayons. How many crayons does Sarah have in
total? Explain your answer.
Hint
Use during Step 4 of Main Lesson Activities when learners are working on their worksheets, or
during Step 6 for class discussion.
Formative Assessments Solutions
Question No Solution
Question 1 It means 'multiplied by' or 'times'.
Question 2 Repeated addition: 2+2+2+2+2+2. Multiplication sentence: 6 x 2 = 12.
Sarah has 15 crayons. This can be found by repeated addition (5+5+5)
Question 3
or multiplication (3 x 5 = 15).
Key Notes on Differentiation
Provide more concrete examples using manipulatives, pair them with
Less Confident
stronger peers, offer simpler multiplication facts (e.g., up to 5x5) on
Learners
worksheets.
Encourage them to solve more complex word problems and explore
Proficient Learners
multiplication patterns. They can also assist peers.
High Proficient Introduce multiplication of two-digit by two-digit numbers or challenge
Learners them with multiplication puzzles and logic problems.
Provide individualized attention, use visual aids extensively, break
Special Needs
down tasks into smaller steps, and offer positive reinforcement for
Considerations
every small success.
Key Assessments
Assessment Levels Questions
(DoKs)
Level 1 What is 5 multiplied by 3?
A baker made 4 trays of cookies, with 6 cookies on each tray. How
Level 2
many cookies did the baker make in total?
Explain why multiplying 7 by 8 gives the same result as multiplying 8
Level 3
by 7.
Imagine you are planning a party for 15 friends and each friend needs 3
party hats. You found a store selling hats in packs of 5. How many
Level 4
packs of hats do you need to buy to ensure everyone gets 3 hats? Show
your working.
Assessment Rubrics
Question Types Solution
Level 1 15
The baker made 24 cookies in total (4 trays x 6 cookies/tray = 24
Level 2
cookies).
Multiplying 7 by 8 and 8 by 7 gives the same result because of the
commutative property of multiplication. This property states that the
Level 3
order of the factors does not change the product. So, 7 x 8 = 56 and 8 x
7 = 56.
First, calculate the total number of hats needed: 15 friends x 3
hats/friend = 45 hats. Then, determine how many packs of 5 hats are
Level 4
needed: 45 hats / 5 hats/pack = 9 packs. Therefore, you need to buy 9
packs of hats.