Lesson Plan

Session 1 Lesson Plan

Students will understand multiplication as repeated addition by representing equal groups with arrays and relate the array model to multiplication notation.

Introducing multiplication via arrays helps students visualize equal groups, deepening conceptual understanding and building a foundation for fluency and future math concepts.

Audience

3rd Grade

Time

30 minutes

Approach

Hands-on array building and guided practice.

Materials

Teacher Whiteboard or Chart Paper, Counters or Small Objects (e.g., cubes, counters), Pencils, Session 1 Arrays Worksheet, and Student Mini-Whiteboards (Optional)

Prep

Prepare Materials and Print Worksheets

15 minutes

Print enough copies of Session 1 Arrays Worksheet for each student.
Gather counters or small objects into sets of 20–30.
Prepare an anchor chart on the whiteboard titled “Multiplication = Repeated Addition.”
Review the session flow and examples to ensure smooth transitions.

Step 1

Warm-Up

5 minutes

Ask students to solve simple repeated addition (e.g., 2+2+2, 4+4) using counters or mini-whiteboards.
Have volunteers show their sums and explain how grouping helps them calculate more quickly.

Step 2

Introduction to Multiplication Concepts

10 minutes

Define multiplication as repeated addition and write 4×3 = 3+3+3+3 on the anchor chart.
Model drawing an array: 4 rows of 3 dots and relate rows to factors.
Highlight how rows and columns form the array and match the multiplication sentence.

Step 3

Hands-On Array Activity

8 minutes

In pairs, distribute counters and ask students to build arrays for given problems (e.g., 2×4, 3×5).
Students draw each array on paper or mini-whiteboards and write the corresponding multiplication sentence.
Pairs share one example with the class and explain their reasoning.

Step 4

Independent Practice

5 minutes

Have students complete the rest of the problems on the Session 1 Arrays Worksheet individually.
Encourage clear drawings of arrays and matching multiplication sentences.
Circulate to support and correct misconceptions.

Step 5

Assessment and Closure

2 minutes

Exit Ticket: Ask each student to draw an array for 3×4 and write the multiplication sentence on a sticky note or mini-whiteboard.
Collect responses to gauge understanding and recap that multiplication is repeated addition represented by arrays.

Worksheet

Session 1: Arrays Worksheet

Name: ________________________ Date: ________________

Objective: Draw arrays to show equal groups and write matching multiplication sentences.

Draw an array for 2 × 3. Then write the multiplication sentence.

Draw your array below:

Multiplication sentence: _______________________

Draw an array for 3 × 4. Then write the multiplication sentence.

Draw your array below:

Multiplication sentence: _______________________

Draw an array for 5 × 2. Then write the multiplication sentence.

Draw your array below:

Multiplication sentence: _______________________

Draw an array for 4 × 4. Then write the multiplication sentence.

Draw your array below:

Multiplication sentence: _______________________

Draw an array for 3 × 5. Then write the multiplication sentence.

Draw your array below:

Multiplication sentence: _______________________

Draw an array for 6 × 2. Then write the multiplication sentence.

Draw your array below:

Multiplication sentence: _______________________

In your own words, explain how arrays help you understand multiplication.

Great work! Be ready to share one of your arrays with the class.

Lesson Plan

Session 2 Lesson Plan

Students will use skip counting and grouping strategies to solve basic multiplication problems and recognize patterns in multiples.

Skip counting and grouping help students connect addition to multiplication, reinforcing understanding of equal groups and preparing for fluency in multiplication facts.

Audience

3rd Grade

Time

30 minutes

Approach

Interactive skip counting and hands-on grouping.

Materials

Teacher Whiteboard or Chart Paper, Counters or Small Objects (e.g., cubes, counters), Pencils, Session 2 Skip Counting Worksheet, and Student Mini-Whiteboards (Optional)

Prep

Prepare Skip Counting Materials

10 minutes

Print enough copies of Session 2 Skip Counting Worksheet for each student.
Prepare a large number line on the whiteboard or chart paper up to at least 30.
Gather counters into sets for grouping activities.
Review skip counting sequences for 2s, 3s, 4s, and 5s.

Step 1

Warm-Up

5 minutes

As a class, recite skip counting by 2s to 20, then by 3s to 30.
Ask volunteers to share tips for remembering each sequence and note patterns (e.g., last digits repeating).

Step 2

Skip Counting on the Number Line

10 minutes

Model skip counting by 4s on the large number line: make jumps of 4 and mark each landing point (4, 8, 12...).
Invite students to take turns making jumps for 5s and 6s on the chart.
On mini-whiteboards, students draw a short number line and practice one skip-count sequence of their choice.

Step 3

Grouping Activity

8 minutes

In pairs, distribute counters and ask students to create equal groups (e.g., 4 groups of 5 counters).
Students count the total by skip counting (5, 10, 15, 20) and write the multiplication sentence (4×5=20).
Each pair shares one example and explains their skip counting process to the class.

Step 4

Independent Practice

5 minutes

Have students complete problems 1–6 on the Session 2 Skip Counting Worksheet individually.
Encourage them to show skip counting sequences alongside each multiplication sentence.
Circulate to offer support and correct any errors.

Step 5

Assessment and Closure

2 minutes

Exit Ticket: Ask students to write the skip counting sequence for 4s up to 24 and the matching multiplication sentence (e.g., 4×6=24).
Collect exit tickets to gauge understanding and recap how skip counting builds multiplication fluency.

Worksheet

Session 2: Skip Counting Worksheet

Name: ________________________ Date: ________________

Objective: Use skip counting to write multiplication sentences and recognize patterns in multiples.

Write the skip counting sequence by 2s up to 16.

Multiplication sentence: _____ × _____ = _____

Write the skip counting sequence by 3s up to 18.

Multiplication sentence: _____ × _____ = _____

Write the skip counting sequence by 4s up to 20.

Multiplication sentence: _____ × _____ = _____

Write the skip counting sequence by 5s up to 25.

Multiplication sentence: _____ × _____ = _____

Write the skip counting sequence by 6s up to 30.

Multiplication sentence: _____ × _____ = _____

Write the skip counting sequence by 7s up to 28.

Multiplication sentence: _____ × _____ = _____

In your own words, explain how skip counting helps you understand and solve multiplication problems.

Great job! Be ready to share one of your sequences and multiplication sentences with the class.

Lesson Plan

Session 3 Lesson Plan

Students will apply the distributive property and known facts to solve multiplication problems by decomposing factors and modeling with area diagrams.

Using the distributive property builds on existing facts, deepens conceptual understanding of multiplication, and equips students with strategies for more complex problems.

Audience

3rd Grade

Time

30 minutes

Approach

Demonstrations and guided area-model practice.

Materials

Teacher Whiteboard or Chart Paper, Graph Paper, Colored Pencils or Markers, Counters or Small Objects (e.g., cubes), Pencils, Session 3 Distributive Property Worksheet, and Student Mini-Whiteboards (Optional)

Prep

Prepare Materials and Print Worksheet

15 minutes

Print copies of Session 3 Distributive Property Worksheet for each student.
Gather graph paper, colored pencils or markers, and counters into sets.
Create an anchor chart titled “Distributive Property in Multiplication.”
Review area-model examples and ensure understanding of fact decomposition.

Step 1

Warm-Up

5 minutes

Ask students to quickly recall and write multiplication facts for 2s, 5s, and 10s on mini-whiteboards.
Have volunteers share strategies they use to remember these facts.

Step 2

Introduction to Distributive Property

10 minutes

Define the distributive property: a×(b+c) = a×b + a×c.
Demonstrate using 7×6: decompose 6 into 5+1.
Draw an area model: a rectangle partitioned into a 7×5 section and a 7×1 section; color each section differently.
Write and solve both parts: 7×5=35, 7×1=7, then add to get 42.

Step 3

Guided Area Model Practice

8 minutes

In pairs, give students graph paper and colored pencils.
Assign two multiplication problems (e.g., 8×7, 6×9).
Students decompose one factor (e.g., 7=5+2), draw area models with colored sections, calculate partial products, and combine for the total.
Pairs share one completed model and explain their decomposition and addition steps.

Step 4

Independent Practice

5 minutes

Distribute Session 3 Distributive Property Worksheet.
Students solve problems 1–5 independently, drawing area models and showing their breakdown.
Circulate to offer support and prompt use of strategies.

Step 5

Assessment and Closure

2 minutes

Exit Ticket: Ask students to solve 6×8 using the distributive property and draw a quick area model.
Collect exit tickets to assess understanding and reinforce how breaking numbers apart makes multiplication easier.

Worksheet

Session 3: Distributive Property Worksheet

Name: ________________________ Date: ________________

Objective: Use the distributive property and area models to break apart factors, calculate partial products, and find the total product.

Solve 7 × 6 using the distributive property.

a. Decompose your factors:

7 × 6 = 7 × (_____ + _____)

__________________________________________________________

b. Draw your area model below. Label each section with its dimensions.

c. Calculate the partial products and then add:

7 × _____ = _____
7 × _____ = _____
______ + ______ = ______

Solve 8 × 7 using the distributive property.

a. Decompose your factors:

8 × 7 = 8 × (_____ + _____)

__________________________________________________________

b. Draw your area model below. Label each section with its dimensions.

c. Calculate the partial products and then add:

8 × _____ = _____
8 × _____ = _____
______ + ______ = ______

Solve 6 × 9 using the distributive property.

a. Decompose your factors:

6 × 9 = 6 × (_____ + _____)

__________________________________________________________

b. Draw your area model below. Label each section with its dimensions.

c. Calculate the partial products and then add:

6 × _____ = _____
6 × _____ = _____
______ + ______ = ______

Solve 4 × 8 using the distributive property.

a. Decompose your factors:

4 × 8 = 4 × (_____ + _____)

__________________________________________________________

b. Draw your area model below. Label each section with its dimensions.

c. Calculate the partial products and then add:

4 × _____ = _____
4 × _____ = _____
______ + ______ = ______

Solve 9 × 5 using the distributive property.

a. Decompose your factors:

9 × 5 = 9 × (_____ + _____)

__________________________________________________________

b. Draw your area model below. Label each section with its dimensions.

c. Calculate the partial products and then add:

9 × _____ = _____
9 × _____ = _____
______ + ______ = ______

Create your own multiplication problem. Use the distributive property to decompose, draw an area model, find the partial products, and then add for the total.

a. My problem: _____ × _____ = _____

b. Decomposition: _____ × (_____ + _____)

__________________________________________________________

c. Area model below:

d. Partial products and sum:

_____ × _____ = _____
_____ × _____ = _____
______ + ______ = ______

In your own words, explain how using the distributive property and area models helps you solve multiplication problems more easily.

Excellent work! Be ready to share one of your area models and explain your decomposition strategy with the class.

Lesson Plan

Session 4 Lesson Plan

Students will understand and apply the commutative property and fact families to reinforce multiplication facts, use estimation to predict products, and build fluency through timed practice.

Highlighting that order doesn’t change a product deepens conceptual understanding, fact families solidify relationships among facts, and estimation alongside timed drills strengthens number sense and recall speed.

Audience

3rd Grade

Time

30 minutes

Approach

Discussion, estimation activities, and timed fluency drills

Materials

Teacher Whiteboard or Chart Paper, Counters or Small Objects (e.g., cubes, counters), Pencils, Stopwatches or Timers, Student Mini-Whiteboards (Optional), and Session 4 Fact Family Worksheet

Prep

Prepare Materials and Anchor Chart

10 minutes

Print enough copies of Session 4 Fact Family Worksheet for each student.
Gather counters or small objects into sets for demonstration.
Set up a timer or stopwatch for fluency drills.
Create an anchor chart titled “Commutative Property & Fact Families” on the whiteboard or chart paper.
Review examples of fact families (e.g., 3×4=12, 4×3=12, 12÷3=4, 12÷4=3).

Step 1

Warm-Up

5 minutes

Quickly review earlier strategies: arrays, skip counting, and area models.
On mini-whiteboards, have students write one multiplication fact they remember from each strategy (array, skip counting, distributive).

Step 2

Introduction to Commutative Property and Fact Families

10 minutes

Define the commutative property: a×b = b×a.
Model with an example on the anchor chart (e.g., 3×4 and 4×3).
Introduce fact families: show how 3×4=12, 4×3=12, 12÷3=4, and 12÷4=3 form a set.
Ask volunteers to generate another fact family (e.g., 5 and 2).
Record examples under the anchor chart for reference.

Step 3

Estimation Activity

8 minutes

Present several two-digit × one-digit problems (e.g., 47×3, 28×5).
In pairs, students use rounding to estimate each product (e.g., 50×3=150 for 47×3).
Partners then calculate the exact product and compare to their estimate.
Discuss how close their estimates were and strategies for better estimation.

Step 4

Independent Practice

5 minutes

Distribute the Session 4 Fact Family Worksheet.
Students complete fact family sets and commutative pairs for given problems.
Encourage students to check each other’s work and refer to the anchor chart as needed.

Step 5

Assessment and Closure

2 minutes

Conduct a 1-minute timed drill: call out multiplication facts (2s, 5s, 10s, and one mixed fact) while students write answers on mini-whiteboards.
Collect boards to quickly gauge fluency.
Recap that multiplication order doesn’t matter and fact families show relationships among facts.

Worksheet

Session 4: Fact Family Worksheet

Name: ________________________ Date: ________________

Objective: Use the commutative property and fact families to see relationships among multiplication and division facts, and practice estimation for two-digit × one-digit products.

Complete the fact families below. Fill in all missing facts.

a. Fact Family for 2 and 5:

2 × 5 = _____
5 × 2 = _____
_____ ÷ 2 = _____
_____ ÷ 5 = _____

b. Fact Family for 3 and 4:

3 × 4 = _____
4 × 3 = _____
_____ ÷ 3 = _____
_____ ÷ 4 = _____

c. Fact Family for 6 and 7:

6 × 7 = _____
7 × 6 = _____
_____ ÷ 6 = _____
_____ ÷ 7 = _____

Use the commutative property to write the matching multiplication fact.

a. 8 × 3 = _____ so 3 × 8 = _____

b. 9 × 5 = _____ so 5 × 9 = _____

c. 4 × 6 = _____ so 6 × 4 = _____

Estimation and Exact Product

For each problem, first round the two-digit number to the nearest ten and estimate the product. Then calculate the exact product.

a. 47 × 3

Estimate: 50 × 3 = _____

Exact: 47 × 3 = _____

b. 28 × 5

Estimate: 30 × 5 = _____

Exact: 28 × 5 = _____

c. 39 × 6

Estimate: 40 × 6 = _____

Exact: 39 × 6 = _____

In your own words, explain how using fact families and the commutative property helps you understand the relationships between multiplication and division facts, and how estimation can help you check your work.

Great job! Be ready to share one of your fact families, commutative facts, or estimates with the class.

Lesson Plan

Session 5 Lesson Plan

Students will review and apply all multiplication strategies learned—arrays, skip counting, distributive/area models, commutative/fact families, and estimation—through station rotations and a cumulative assessment.

A cumulative review reinforces connections among strategies, identifies strengths and gaps, and builds confidence and fluency in multiplication facts.

Audience

3rd Grade

Time

30 minutes

Approach

Station rotations and cumulative practice

Materials

Teacher Whiteboard or Chart Paper, Counters or Small Objects (e.g., cubes, counters), Pencils, Student Mini-Whiteboards (Optional), and Session 5 Cumulative Review Worksheet

Prep

Prepare Stations and Materials

10 minutes

Print copies of Session 5 Cumulative Review Worksheet for each student.
Create station cards for: Arrays, Skip Counting, Area Models & Distributive Property, Fact Families & Commutative Property, Estimation & Fluency Drills.
Set up five learning stations around the room with counters, graph paper, colored pencils, and mini-whiteboards.
Review station instructions and confirm rotation schedule.

Step 1

Warm-Up

5 minutes

Quickly call out multiplication facts (mix of 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s) while students write answers on mini-whiteboards.
Ask volunteers to share one strategy they used to recall each fact.

Step 2

Station Rotations

15 minutes

Divide students into five pairs or small groups.
At each 3-minute station, students complete a short task:
• Station 1 (Arrays): Build and draw arrays for given facts.
• Station 2 (Skip Counting): Skip-count on number lines and write matching sentences.
• Station 3 (Area Models): Decompose facts using area diagrams.
• Station 4 (Fact Families): Complete fact family cards and commutative pairs.
• Station 5 (Estimation & Fluency): Estimate two-digit × one-digit products, then calculate exact answers.
Signal rotations every 3 minutes; teacher circulates to support.

Step 3

Independent Practice

5 minutes

Distribute the Session 5 Cumulative Review Worksheet.
Students work individually to solve mixed multiplication problems, choosing and applying any strategy.
Encourage clear drawings/notations to show their chosen method.

Step 4

Assessment and Closure

5 minutes

Collect worksheets as exit tickets to assess mastery and strategy use.
Ask students to share which strategy they found most helpful and why.
Recap that multiple approaches strengthen understanding and fluency in multiplication.

Worksheet

Session 5: Cumulative Review Worksheet

Name: ________________________ Date: ________________

Objective: Review and apply all multiplication strategies—arrays, skip counting, area models, fact families/commutative, and estimation—through mixed practice.

Arrays: Draw and solve an array for 4 × 3.

Draw your array below:

Multiplication sentence: _______________________

Skip Counting: Write the skip counting sequence by 5s up to 30, then show the multiplication sentence.

Skip counting: 5, __, __, __, __, __

Multiplication sentence: _____ × _____ = _____

Area Model & Distributive Property: Use the distributive property to solve 9 × 6.

a. Decompose: 9 × 6 = 9 × (_____ + _____)
__________________________________________________________

b. Draw your area model below. Label each section with its dimensions.

c. Calculate the partial products and add:

9 × _____ = _____
9 × _____ = _____
______ + ______ = ______

Fact Family & Commutative Property: Complete the fact family for 7 and 4.

7 × 4 = _____ so 4 × 7 = _____

_____ ÷ 7 = _____ _____ ÷ 4 = _____

Estimation: Estimate then calculate the exact product for 55 × 4.

Estimate: Round 55 to the nearest ten → ____ × 4 = _____

Exact: 55 × 4 = _____

Mixed Practice: Choose any strategy to solve each. Show your work.

a. 12 × 3
Work:

Product: _____

b. 8 × 9
Work:

Product: _____

c. 7 × 6
Work:

Product: _____

Reflection: Which multiplication strategy did you find most helpful today? Explain why.

Great work! Be ready to share one of your solutions and the strategy you used with the class.

Multiplication Magic Quest

andrea.powers

Lesson Plan

Session 1 Lesson Plan

Audience

Time

Approach

Materials

Prep

Prepare Materials and Print Worksheets

Step 1

Warm-Up

Step 2

Introduction to Multiplication Concepts

Step 3

Hands-On Array Activity

Step 4

Independent Practice

Step 5

Assessment and Closure

Worksheet

Session 1: Arrays Worksheet

Lesson Plan

Session 2 Lesson Plan

Audience

Time

Approach

Materials

Prep

Prepare Skip Counting Materials

Step 1

Warm-Up

Step 2

Skip Counting on the Number Line

Step 3

Grouping Activity

Step 4

Independent Practice

Step 5

Assessment and Closure

Worksheet

Session 2: Skip Counting Worksheet

Lesson Plan

Session 3 Lesson Plan

Audience

Time

Approach

Materials

Prep

Prepare Materials and Print Worksheet

Step 1

Warm-Up

Step 2

Introduction to Distributive Property

Step 3

Guided Area Model Practice

Step 4

Independent Practice

Step 5

Assessment and Closure

Worksheet

Session 3: Distributive Property Worksheet

Lesson Plan

Session 4 Lesson Plan

Audience

Time

Approach

Materials

Prep

Prepare Materials and Anchor Chart

Step 1

Warm-Up

Step 2

Introduction to Commutative Property and Fact Families

Step 3

Estimation Activity

Step 4

Independent Practice

Step 5

Assessment and Closure