Class:
2TA
Date:
Focus of Lesson: Introduction to Equation. Find the missing factor .
Prior Learning
Students are able to perform basic addition and multiplication facts and comprehend simple number sentences.
Curricular Links
Students use scientific enquiry skills such as observing and counting objects to represent quantities using simple
equations (e.g., 3 leaves and 2 leaves).
Learning Intention(s) Success Criteria
Students will understand that an equation I. I can explain the meaning of the equal sign (=).
represents equal values and will use simple II. I can find the missing number in multiplication equations.
addition equations to represent quantities. III. I can explain how I found the missing number using
division.
Learning and Teaching (formative assessment strategies in blue; links to theory in red;
differentiation in green)
Starter (5 min)
• For warm up students will be given math vocabulary pair work.
Example: Students will match the words with appropriate math words and write examples for each of
them.
• Ask:
• Introduce the topic:
Today we will learn simple multiplication equations and the equal sign (=) and how to find the missing
factor.
• Activates prior knowledge – Schema Theory: connecting repeated addition and grouping to
multiplication.
• Formative Assessment:
Listen to students’ responses and note who understands grouping and counting equal groups correctly.
• Differentiation:
Provide counters or visual grouping support for students who need help; ask advanced students to
predict totals before counting.
Differentiation
Support pairs:
Provide definitions for weak pairs
Challenge pairs:
Encourage writing the explanations themselves and add examples for each term.
Main Activity (15 min)
Introduce the idea of equations with missing factors
Explain structure:
factor × factor = product
Model examples on the board:
□×2=8
“The missing number is 4.”
Explain thinking:
“We divide 8 by 2 to find the answer.”
Second example:
□ × 3 = 12
“The missing number is 4.”
Explain key rule:
Multiplication → divide
Tell students:
“To find the missing factor, we divide.”
Model another example:
□ × 5 = 15
“The missing number is 3.”
Ask CCQs (Concept Checking Questions)
“What do we do to find the missing number?”
“Do we multiply or divide?”
“What is the missing number in □ × 4 = 12?”
I will write some equations with missing factors and students will come to the board and write. Others
will write in their copybooks.
Group Work (10 minutes)
Students work in 4 groups.
Instruction:
“Look at the equation cards carefully.”
“Discuss in your group.”
“Find the missing number together.”
“Write the answer on your group paper.”
“Explain your answer to the class.”
Example equation cards:
□×2=8
□ × 3 = 12
□ × 4 = 16
□ × 5 = 20
Students play a “Match the Equation” group challenge
Each group receives equation cards and number cards.
Extension
Challenge advanced groups:
Create their own missing-factor equation and give it to another group.
Example:
□ × 7 = 21
Formative Assessment
Students come to the board and explain how they found the missing number.
Teacher checks whether students correctly use division strategy.
Link to Theory
Social Constructivism – students learn through collaboration, discussion, and explaining their thinking
together.
Differentiation
Pair weaker students with confident peers.
Provide counters or grouping visuals for support.
Encourage advanced learners to create equations to challenge others.
Plenary (5 minutes)
Ask:
“Teacher will give sticky notes with a multiplication equation with a missing number. Write the missing
numbers. I will approach and assess , who does correctly, they will get math badget!”
Example:
□ × 3 = 15
Formative Assessment
Look at mini-whiteboards to check whether students correctly found the missing factor.
Exit Ticket
Students write one missing-factor multiplication equation of their own on a sticky note.
Example:
□ × 4 = 12
Link to Theory
Assessment for Learning – checks understanding and informs next steps.
Differentiation
Students may answer orally or in writing depending on confidence.
Provide counters or grouping visuals if needed.
Resources
Resources
a) Equation cards or printed worksheets
(Formative assessment: for students to solve missing-number addition problems in pairs, or in groups)
b) Sticky notes
(Formative assessment: for students to write quick answers during plenary or show their solution to the
teacher)
c) Counters, number lines, or colored markers
(Differentiation – support struggling learners by using visual aids; challenge advanced learners by
encouraging them to create their own missing-number equations or solve larger numbers)
d) Colored pencils or crayons
(Differentiation – students can color-code correct answers in the “Mystery Number Mission” activity to
enhance engagement)
Evaluation of learning and pupils’ next steps
Students’ understanding was checked through questioning, pair work, group work, and the exit-ticket
sticky note activity..
Students will continue practising finding missing factors in multiplication equations and will begin
solving missing-number equations in addition and subtraction in the next lesson. Extra support will be
given through visual examples and partner work where needed.
Evaluation of practice and student teacher’s next steps
In future lessons, I will continue to improve my questioning techniques to check deeper understanding
and provide additional support for students who need more practice. I will also include more
differentiated tasks to support different learning levels and allow more time for student explanations
during group discussions.