LESSON PLAN OUTLINE

JMU Elementary Education Program

A. TITLE: Multiplication Stations
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
In order to determine my third grade students readiness for multiplication, I discussed my lesson plan
ideas with my cooperating teacher. I personally love multiplication and I thought that it would be a
unique opportunity to teach this subject matter. Thankfully, multiplication fell into the time frame in
which we are to complete our mathematics lesson. The students will be halfway through their
multiplication instruction and ready to incorporate different strategies into their solving of
multiplication facts. I will provide them with the opportunity to practice these methods through
station work, but first with a brief instruction on multiplicative properties.
In my students previous schooling (the second grade) they also worked on recognizing patterns in
mathematics (VA SOL 2.20). They should be able to draw upon that prior knowledge to discover the
patterns within multiplication specifically. Throughout the year they will continue to work on the
variety of strategies that they can use to solve multiplication problems. The students will be able to
determine which of the strategies is the best fit for them. They will also apply their knowledge of
multiplication as they begin to learn division, which corresponds with multiplication. The students in
my placement will build upon the knowledge they developed in the third grade through my
multiplication lessons as well as my cooperating teachers when they enter the fourth grade and begin
to estimate products and solve multiplication problems with whole numbers (VA SOL 4.4).
I was also able to briefly monitor them as they took their Scholastic Math Inventory and recognized
that some students had prior knowledge of multiplication whereas other students did not. Therefore, I
determined that by the middle of November, a majority of the students would have basic knowledge of
multiplication.
Based on other observations of my students, I have recognized that they thoroughly enjoy activities
that provide them with the opportunity to be hands on. More specifically, I observed them working on
subtraction and the various strategies they can use to solve the problems at hand. One of their favorite
ways to work on these strategies is by using their desks as white boards. It is a very exciting task for
them. Essentially any task that my students have been able to move around or be creative with, they
have excelled at. They also enjoy learning new strategies and discovering which one works best for
them.
I have also observed my students participate in math stations. They did not do anything hands on at
these stations, but rather, completed worksheets regarding place value at each of the stations. They
were not over exuberant about the tasks at hand, but they did move through the stations well with
enthusiasm. It made me recognize how beneficial it would be for them to do stations once more, but
with a more hands on element that allows them to actively engage and learn.
Seeing that my students are in the third grade and that a majority of them are eight years old, with a
select few turning nine before I implement this lesson, developmentally, they should prepared for this
level of instruction. I have determined that the class appears to be at the concrete operational stage of
development. Generally, they are able to think logically and critically about events. They are also
capable of thinking logically and critically about objects and concepts, such as multiplication. Most
importantly, they are able to order these events, objects, and concepts and recognize dimensions.
Dimensions will play a key role in regards to creating an array and other representations of
multiplication facts. In general, representations will be the process that my students will be using
during this lesson. They will model the different strategies and use the tools they are provided with
appropriately. According to the CCSS Learning Progressions (more specifically, K-5 Operations and
Algebraic Thinking), the students in my practicum placement are ready to focus on understanding and

meaning and properties of multiplication. Through doing this, they are able to recognize the patterns
and strategies that particular numbers depend on.
C. UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING and the NEXT
GENERATION SCIENCE STANDARDS (NATIONAL STANDARDS)
Virginia Standards of Learning
3.5
The students will recall multiplication facts through the twelves table
CCSS.Math.Content.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of
7 objects each. For example, describe a context in which a total number of objects can be expressed as
5 7.
Process/Practice Standards (NCTM)
Students will recognize that mathematical ideas can be represented in a variety of ways: pictures,
concrete materials, tables, graphs, number and letter symbols, spreadsheet displays, and so on.
These representations and the ideas they express capture mathematical concepts and/or relationships.
Cross Curriculum Approach
Ideal Cross Curriculum Approach:
Virginia Standards of Learning Social Studies
3.9
The student will identify examples of making an economic choice and will explain the idea of
opportunity cost (what is given up when making a choice).
Not only can multiplication stations be used to teach a mathematical concept, but it can also be used
for a greater understanding of a social studies concept. In the third grade, students are to learn about
economics and opportunity cost. It is possible to incorporate both a mathematical concept and a social
studies concept within one lesson. In order to do so, your students must have a basic understanding of
multiplication.
Students can identify how much it would cost to purchase n amount of a certain object at x price.
They can then compare it to the cost to purchase m amount of a different object at y price. Once they
get the total amount of both of the objects (which they would use multiplication to do), they can
determine the opportunity cost of selecting one object over the other. In doing so the students would
have satisfied U2: the student will understand that multiplication is a one-to-many constant
relationship between two sets that can be expressed as a ratio.
Actual Cross Curriculum Approach:
Virginia Standards of Learning English
3.7 The student will demonstrate comprehension of information from a variety of print
and electronic resources.
As the students are at each of the multiplication stations they will be recording various things on a
student recording sheet that I provide them with. In doing so, they will be demonstrating
comprehension of the multiplication strategies as they record information at each of the stations as
well as participate in the station itself. On their student recording sheet they will be demonstrating
their knowledge of each strategy and hopefully partaking in the correct process to solve each of the
multiplication equations. In partaking in the correct process to solve each of the multiplication
equations they are demonstrating their knowledge of the five multiplication strategies and their ability
to exhibit that. As they are doing this, they are satisfying D1: The students will complete

multiplication equations by using a variety of strategies and recording the process that they
used to solve said multiplication equation.
2

Multiplication
Concepts: Need to Know About
Fluency
Number combinations
Multiplication
Repeated addition
Patterns
Relationships
Facts x2
Number relationships
D. LEARNING OBJECTIVES
Understand

The student will

understand that patterns
and relationships exist
throughout their world.
The student will
understand that
multiplication is a one-tomany constant
relationship between two
sets that can be expressed
as a ratio.

Skills: Be Able to Do
Develop
Understand x3
Learn
Retain

Know

The student will know

their multiplication facts
through the twelves table.
The student will know that
number lines, equal
groups, repeated addition
arrays, and area models are
strategies that can be used
to find the product of two
factors.

Do

The students will complete

multiplication equations by
using a variety of strategies
and recording the process
that they used to solve said
multiplication equation.
The student will use
mathematical processes to
solve problems that require
multiplication.
The student will
manipulate objects to
simulate multiplication.

E. ASSESSING LEARNING

Objective
U1. The student will understand
that patterns and relationships
exist throughout their world.

Assessment
On a recording sheet, I
would like the students to
write an answer to the
prompt: Which strategy
works best for you and
why?

Data Collected
The students will recognize
the patterns in each of the
stations.
Number lines, equal
groups, and arrays will be
created by the students.
To solve some of the
problems students will also
use repeated addition.
The students will
determine the
multiplication equations for
the area models I provide
them with.
As the students are at the
different stations I will
walk around and write
what they are saying in
regards to the station. I am

U2. The student will

acknowledge that multiplication
is a one-to-many constant
relationship between two sets
that can be expressed as a ratio.

Their work will be written

on their student recording
sheet though the true
ratio will not be addressed
at this point in the school
year.

K1. The student will know their

multiplication facts through the
twelves table.

All their work will be

jotted down onto their
student recording sheet.
I will keep anecdotal notes
as well as a record sheet of
the students progress. It
will essentially be me
checking off if they
understand how to use a
specific strategy or not.

looking for them to make

connections between the
strategies.
I will look for them to state
similarities between
strategies as well as
differences.
Hopefully, as the students
are using the strategies to
solve multiplications this
acknowledgement will just
click in their heads.
They will have to work up
to expressing the
relationship as a ratio by
the end of the school year.
If given the opportunity, I
will show students how
multiplication is a one-tomany ratio. This is only if
time permits.
Nonetheless, I will write
everything done and said
onto my record sheet.
To demonstrate that they
know that multiplication is
a one-to-many constant
relationship between two
sets that can be expressed
as a ratio the students will
create and solve their own
multiplication word
problem if time permits. If
they are able to create a
one-to-many relationship
that I have achieved this
objective at a higher level.
Through the station
activities, students will
develop a greater
knowledge of
multiplication facts through
representation. As they are
working at the stations, I
will walk around and take
anecdotal notes quoting
what they are saying about
the task at hand. I am
hoping that they will be

K2. The student will know that

number lines, equal groups,
repeated addition, and arrays
are strategies that can be used to
find the product of two factors.

I will observe students as

they complete the stations.
They will place their array
models on their student
recording sheet for me to
review later.

positive things and

pertaining specifically to
mathematics. If it is not, I
will direct their discussion
towards mathematics.
I will also be looking to see
if they come to the correct
product (check or no check
by the particular factors
involved).
I will look that they have
come to the correct product
in their notebook and with
their equal groups baggies.
The student will solve two
multiplication problems by
using a number line. I will
be observing them as they
create the number lines. In
order to prove their
knowledge of number
lines, I will be looking for
the appropriate number of
hops and the same
distance for each hop.
The student will have a
multiplication problem
solved using equal groups.
This will be represented
with their baggies of
Cheerios. The students
need to create two equal
groups of twelve and
determine that in total, they
have 24. They can do this
verbally after creating their
equal groups.
The student will have two
multiplication problems
solved using repeated
addition. With the factors
3 and 4 they are either to
add 3 four times or add 4
three times. With the
factors 8 and 5 they are
either to add 5 eight times
or add 8 five times. With
the factors 11 and 8 they

D1. The students will complete

multiplication problems by
using a variety of strategies and
recording the process that they
used to solve said multiplication
equation.

The student will go to five

different stations to
practice using different
strategies to solve
multiplication problems.
The strategies are: equal
groups, number lines,
repeated addition, array
models, and area models.
Students will have to
record (numbers, pictures,
etc.) what they are doing
on their student recording
sheet at each station.

are either to add 11 eight

times or add 8 eleven
times. Note: my
cooperating teacher would
prefer that the students add
the second factor the
amount of times that the
first factor indicates.
Therefore, I will be
focusing on my students
doing it in that particular
order.
The student will have two
multiplication problems
solved using an array
model. This will be
located in their math
journal. The product of 3 x
3 should be represented on
their student recording
sheet as three rows of three
stickers. The product of 3
x 6 should be represented
on their student recording
sheet as three rows of six
stickers. The product of 5
x 2 should be represented
on their student recording
sheet as five rows of two
stickers.
I will also be walking
around monitoring them
and assisting them in any
way possible. During that
time, I will be taking down
notes and writing each
students progress on a
record sheet.
I will try to copy down
some of my students work
on my record sheet, but if
that is not possible at that
time, I will simply look at
them during lunch as well
as later in the evening.
However, I would prefer to
discuss the work that was
done with the student. It
would be idyllic if I could

D2. The student will use

mathematical processes to solve
problems that require
multiplication.

D3. The student will manipulate

objects to simulate
multiplication.

Students will use strategies

at various stations
pertaining to those specific
strategies to solve
multiplication problems.
They will be given the
opportunity to use
mathematical processes at
each of the stations and
record them on their
student recording sheet.

I will have a sheet to

record which students were
able to make two equal
groups of ten. I will be
able to look at their bags of
Cheerios to determine this.
After the lesson, I will look
at my students recording
sheets to see if they
appropriately created their
array. This too will go on
a record sheet.

speak to them in the

moment to truly collect
information on how they
were solving in their own
words. This would provide
me with the opportunity to
truly capture their
mathematical
understanding of the
multiplication strategy at
hand.
On my record sheet I will
record their ease of use for
each of the strategies.
I will also record which
strategy is favored by each
student, they are to indicate
this themselves as a
reflection on the lesson. I
am looking for the students
to provide reasoning for
why they selected a
particular strategy.
If the students were able to
create two equal groups of
twelve and appropriately
make arrays, they were
able to manipulate objects
in the form of Cheerios and
stickers, to simulate
multiplication.
During the Equal Groups
Station students will bag
Cheerios into two equal
groups of twelve. If they
are able to put a total of
twelve Cheerios in each
bag, they are representing
equal groups and
manipulating objects to
simulate multiplication.
During the Number Line
Station students will be
manipulating the classroom
sized number line. They
will be creating hops
with string and indicating
the distance of each hop
with an index card before

F. MATERIALS NEEDED
Introduction
White Board Classroom Mrs. Leach
Expo Marker Mrs. Leach
Equal Groups Station
Sheet of Paper with 1 Problem and Directions Miss Wilhelm
Hand Sanitizer Classroom Mrs. Leach
Cheerios Miss Wilhelm
32 Snack Baggies Miss Wilhelm
2 Bowls Miss Wilhelm
2 Spoons Miss Wilhelm
Napkins Miss Wilhelm
Student Recording Sheet Miss Wilhelm
Pencil Students
Repeated Addition Station
Sheet of Paper with 3 Problems and Directions Miss Wilhelm
Multiplication Beads Miss Wilhelm
Student Recording Sheet Miss Wilhelm
Pencil Students
Number Line Station
Sheet of Paper with 3 Problems and Directions Miss Wilhelm
Painters Tape Miss Wilhelm
Sticky Notes Miss Wilhelm
String Miss Wilhelm
Scissors Miss Wilhelm
Index Cards Miss Wilhelm
Student Recording Sheet Miss Wilhelm
Pencil - Students
Array Model Station
Sheet of Paper with 3 Problems and Directions Miss Wilhelm
Stickers Miss. Wilhelm
Student Recording Sheet Miss Wilhelm

determining the product.

In doing so, they will be
manipulating the large
scale number line to
partake in solving
multiplication equations.
During the Array Model
Station students will create
arrays using stickers. They
will make two arrays and
stick them on the student
recording sheet with the
factors and product written
above or below the array.
This is another way that
they will be able to
simulate multiplication
with a more hands on
activity.

Pencil - Students
Area Model Station
Sheet of Paper with 3 Problems and Directions Miss Wilhelm
Student Recording Sheet Miss Wilhelm
Pencil - Students
G. 1. ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S)
POSED IN THE PROCEDURE PORTION OF THE LESSON
Equal Groups Station
At this station students will be given the opportunity to manipulate objects to simulate
multiplication. They will have Cheerios and will be instructed to make 2 groups of 12. To make these
groups and to snack on the Cheerios later, they will be given 2 baggies to create their equal groups. I
anticipate that the students may at first just want to snack on the Cheerios right away. That is why I will
allow each of them to eat five Cheerios before they begin making their equal groups. Once they begin
making their equal groups, I anticipate that they make be challenged by counting out 12 Cheerios.
Cheerios are small, and tend to be sticky, so it might be difficult to get 12 in a bag, two different times. I
feel as if most students in my class will count the Cheerios one by one as they place them in their baggies.
It is possible that my select students that are right on grade level will make count the Cheerios in
increments of four so that they have to do less work (4 Cheerios, 3 times = 12 Cheerios).
Repeated Addition Station
Students will complete two multiplication problems with repeated addition. They will do
these problems (3 x 4 & 8 x 5 & 11 x 8) in their Math Journal. I do not anticipate many of my students
having any difficulties with this problem since they will be doing addition. Very few of my students will
have a problem and if they do, I anticipate that it will be not recognizing that they will have to use the one
factor to determine how many times they have to add the other, which is the basis of repeated addition. To
ensure that this does not happen, before we begin the stations we will do a recap on all the multiplication
strategies.
Number Line Station
At this station students will be given the opportunity to use the number line strategy on a
white board. Students will choose to complete two out of three problems, 2 x 9, 4 x 5, or 2 x 6. Students
may not know the appropriate order to complete the problems. They may do nine hops of two instead of
two hops of nine and/or five hops of four instead of four hops of five and/or six hops of two
instead of two hops of six. The key is that the students need to look at the first factor first and realize
that they are supposed to do that number of hops. As stated previously, before we begin doing these
stations with varying strategies, we will go over each of the strategies that we will be representing.
Array Model Station
The students will create two array models in their Math Journals using the variety of stickers
that I provide them with. They will be creating an array for 3 x 3, 6 x 3 or 5 x 2. They will be able to
choose two of the three problems to solve. I foresee that this will be a more challenging task for my
students. This is due to the fact that creating the array may come be a challenge. My students may not
know how exactly to layout their stickers on their papers, they may recognize that they need 9 (the product
of 3 & 3), 18 (the product of 3 & 6), and 10 (the product of 5 & 2), but not that they should have three
rows of three stickers, three rows of six stickers, and five rows of two stickers. If the students are
instructed to circle the factors represented, I think that it may aid them in the appropriate placement of the
stickers.
Area Model Station
The students will determine the multiplication equation for two area models. They will be
determining the multiplication equation for the given area models for 5 x 5, 7 x 3, or 8 x 12. The students
will have the choice of which two problems that they would like to solve with the area model strategy. I
anticipate that a majority of my students will be able to determine the multiplication equation that
coincides with each area model. However, it is possible that students may not make the appropriate rows

Procedure

and columns. The amount of rows that the area model has indicates the first factor. The second factor
indicates the amount of columns that the area model has. To ensure that this mistake does not happen we
will discuss each of the strategies before beginning the stations.
2. PROCEDURE
BEFORE:
IDEAL BEFORE:
Before arriving at my practicum placement I will prepare all the appropriate materials for my
station activities. I will make two copies of each stations directions as well as ensure there are
enough stickers for the array model activity and Cheerios for the equal grouping activity.
Upon arrival to my practicum placement, I will begin setting up some of my stations and ensuring
that the appropriate materials are at the appropriate stations. I will not put out the Cheerios or the
stickers because that would be distracting to my students.
At the start of my lesson I will ask students to think about what their strategy is for solving
multiplication problems and to keep that in mind as we do activities involving these strategies.
I will introduce each of the strategies to my students and do problems to refresh their memories.
Remember, Mrs. Leach has used five main strategies when solving multiplication problems. Can
anyone tell me what these strategies are? Wait for student response.
We can use repeated addition, equal groups, array models, and number lines to solve
multiplication problems. If I were to do 5 x 7, how would I represent that with each of these
strategies? Does someone want to show me? Wait for student response and give them the
opportunity to share. With the students completing problems on the board and showing me how
to use various strategies for one problem, it will refresh their memory as well as engage them.
After a student does a strategy, I will ask if anyone would have done something differently about
that particular strategy. If someone would approach the strategy in a different way, they would
also have the opportunity to do it on the board and share it with the class. Students who did not
think of using the strategy in that particular way will be in awe and find a new way to find a
product.
Does anyone have any questions on how to do these strategies? Explain strategies if needed.
Today we are going to do stations involving each of these strategies. At each station you will find
directions and problems to solve. There are three multiplication equations at every station; you
only need to do two. If you have extra time, feel free to do all three. Be sure to try your best!
Station 1 you will be at the reading table. Here you will create equal groups using Cheerios. Feel
free to eat five and only five of the Cheerios before beginning this activity. Please turn and talk to
your neighbor about what I just said!
At Station 2 we will be doing repeated addition. At this station you will be using multiplication
beads. You will look at the multiplication equations provided and determine how many of each
particular bead set you need to grab. Count up your bead sets to determine the product of your
multiplication equation. For example, if a problem were to be 3 7 you would grab three of the
bead sets that have seven beads. Then you would count up the 7 + 7 + 7 to get 21. With that, we
know that 3 7 is 21.
Station 3 will be number lines. I have created a giant number line in the back of the classroom.
You are to use this number line to find the product of your multiplication equations. To make
your hops on the floor, use the string that I have provided. To indicate the size of your hop
write + x on an index card and place it in the hop on the floor. Do this for all the hops and then
determine the product of your multiplication equation! I know this is a little bit confusing, does
anyone have any questions? Turn and tell your neighbor how you are going to do the number line
station.
At Station 4, you will create array models with stickers! With what?! Thats right, I said stickers!
You will create two arrays based on the problems that are on the direction sheet and place the
stickers in your notebook. Before you start, give yourself a sticker, but please place it on your
shirt and nowhere else if you choose to take one. Turn and talk to your neighbor about what I just
said.

10

The final station, Station 5, you need to find the multiplication equation that goes with the area
model provided.
If you finish your two problems at the station before it is time to rotate please feel free to try the
challenge problem that is also at that station.
At each of the stations be sure to fill out the handout I gave you so that I can see what you have
done!
Once you rotate through all the stations, I would like you to come back to your desk and write
what your favorite strategy is and provide me with reasoning.
Does this sound like it will be fun?
Assign groups (groups will be preassigned) and send students to their first station!
ACTUAL BEFORE:
Before arriving at my practicum placement I will prepare all the appropriate materials for my
station activities. I will make two copies of each stations directions as well as ensure there are
enough stickers for the array model activity and Cheerios for the equal grouping activity.
Upon arrival to my practicum placement, I will copy the student recording sheets. Once I make it
to my classroom I will begin setting up some of my stations and ensuring that the appropriate
materials are at the appropriate stations. I will not put out the Cheerios or the stickers because
that would be distracting to my students. I will also wait to create the number line.
A majority of my set up will be done during my students specials time.
Once they return back to the classroom I will ask them to turn and talk to their neighbors about
the five multiplication strategies.
I will then do a fist list of the five strategies and as I introduce each one, direct my students
attention to the corresponding stations. As I do this, I will inform them of what they are expected
to write down on their handout at each station.
Students will be placed in groups that were preassigned and be on their way!
DURING:
Students will go to their designated stations and stay there for approximately 6 minutes (give or
take a little). I will inform them of this time limit and indicate to them when it is time to rotate to
a different station.
Students will be solving the problems at their designated station with a particular strategy.
At Station 1 students will be creating equal groups with Cheerios. I will be looking to see that the
students can create two equal groups of ten. If students need assistance I will provide it. I will
also question the students on how they know that they have created equal groups and how they
knew they were to make two equal groups of twelve and not twelve equal groups of two. I will
also ask the students to tell me the multiplication equation that goes with the problem. If time
allows I would like them to complete the CHALLENGE to this station which would be creating a
word problem with the multiplication equation.
The students will be working more independently at Station 2 while doing their repeated addition
problems. Since they are very keen on doing addition, I do not foresee this being a challenging
task for them. I will ask them to tell me how they knew how to repeatedly add a specific number.
I may also ask what they are doing if I cannot comprehend their method of using repeated
addition. I will also ask them how repeated addition relates to multiplication and ask if there was
a mathematical process that was the opposite of repeated addition and what they could potentially
use that for.
At Station 3 the students will be manipulating a classroom sized number line. They will use the
number line that I tape on the floor as a guide to create their hops. They are to mark the size of
each hop with an index card. As they near completion of their number line I will ask them how
they knew how to do that specific number of hops and how they were able to come to the answer.
I will also ask them when else we could use a number line to solve mathematics problems.
Station 4 will have the students creating array models with stickers. I will allow them to do this
individually and monitor them from afar. The students will be answering questions based on the
meaning of their array, specifically how they know where/how the product is represented with the

11

array model. What does the first factor represent? What does the second factor represent?
At the final station, Station 5, students will be determining the multiplication equation for the area
models given. I think that they will be able to complete this with ease in the allotted amount of
time and therefore, will be able to do the CHALLENGE problem which entails creating a word
problem for an area model provided as well determining the solution.
At each of the stations I will be looking for students that I can select to share in the ideal after
portion of the lesson. I will be looking to see their level of mathematical understanding in regards
to that particular station is high (able to complete it a 7 or greater on my recording sheet scale).
Though I feel as if a majority of my students will be able to accomplish each of the stations with
ease as they are very comfortable with each of the multiplication strategies.
AFTER:
IDEAL AFTER:
At the completion of all the stations, students will head back to their seats.
At this time they will write down which strategy works best for them and why.
The students that I selected and sequenced will then share how they used that particular strategy at
that particular station. I will have two students share about each station. The students will be
sequenced based on the order of the stations (1-5: equal groups, repeated addition, number line,
array model, area model) in order for them to recognize that equal groups, repeated addition, and
number lines share a common thread and that array models and area models share a common
thread.
After a station is talked about I will ask students to turn and talk to make comparisons between
the two students uses of that particular strategy.
When all the strategies are talked about the students will turn and talk to their neighbor about the
similarities and differences between each of the strategies. This comparison will allow them to
see that equal groups, repeated addition, and number lines are very similar. This will also allow
them to see that array models and area models are essentially the same thing besides the fact that
area models is not created with a set of objects (stickers, beads, stamps, etc.). This is where the
sequence comes into play and brings the station activities full circle and allows students to
identify the commonalities present at each of the stations.
ACTUAL AFTER:
At the completion of all the stations, students will head back to their seats.
At this time they will write down which strategy works the best for them and why.
I will ask if anyone had any questions at any of the stations and respond accordingly. I would like
to take a poll of what the favorite strategies were; I will do this by having my students do a whip
around of their favorite strategy.

H. DIFFERENTIATION

Content

Readiness

Process
Students will find the product of two factors
using a variety of strategies to solve (repeated
addition, equal groups, array model, and
number line). At each of these stations
(besides Station 1) they will be given three
multiplication equations to choose from.
They are to choose two of the equations. If
they finish their two multiplication equations
before they are asked to switch stations there
is an additional problem that they can
complete that is labeled challenge.

Product

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

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Seeing that my lesson is being done in stations, a great deal can go wrong. It is important that I ensure
that each station takes approximately the same amount of time so that students at one station are not
done before students at another. In order to prevent this from happening, I will perform each of the
tasks at the stations prior to my lesson to see how much time I will need to provide my students with
in order to perform each activity. I will also have early finisher tasks at each station for students to
perform if they do indeed finish early.
Transitioning between the stations may also be a challenge for some of my students. It may be hard to
get them to where they need to be, especially if they have yet to finish the station. In order to ease the
mind of students who may not finish, I will let them know they will have the opportunity to finish their
station during Success Block later in the day. For students who may not be able to move from one
station to another, I will create a playlist that will make moving from one station to the next a little bit
more exciting and purposeful.
My students may not like that they are doing math stations. I have observed them doing math stations
in the past and they did not despise them nor love them. Granted, these stations did not have any real
hands on elements. It was just completing worksheets. My stations are more hands on, but if they still
do not have the love and passion for the stations, I will try to talk them up and hope that my positive
attitude towards the stations will transfer to them.
At my equal groups station I am providing the students with Cheerios to group. This may be
distracting to my students since Cheerios are a food item and this lesson will be prior to lunch time. I
will make sure that my students are not distracted by the Cheerios by allowing them to eat five
Cheerios before we begin this station.
Students may also be distracted by my stickers at the array model station. They may want to place the
stickers on their shirt or wherever else they see fit, opposed to on their paper creating an array model.
In order to avoid this potential chaos, I will allow each of my students to select one sticker to place on
their shirt before they begin the station.
J. PROBLEMS TO BE USED IN LESSON
Station 2 Problems:
Solve two of the multiplication equations using repeated addition.
1. 3 4
2. 8 5
3. 11 8
CHALLENGE: For a school project you have to interview 3 people and ask each of them 6 questions.
After you interview all these people, how many total questions would you have asked for this project?
Station 3 Problems
Solve two of the multiplication equations using number lines.
1. 2 9
2. 4 5
3. 2 6
CHALLENGE: An amusement park has 3 rollercoasters. Each rollercoaster can seat up to 10 people.
At one time, how many people can be riding the rollercoasters?
Station 4 Problems
Solve two of the multiplication equations using an array.
1. 3 3
2. 3 6
3. 5 2
CHALLENGE: There are 4 students eating lunch in the cafeteria. Each of the students packed 5
things in their lunchbox. How many food items do the students have combined?

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Station 5 Problems
Determine the multiplication equation for each area model.
1. 5 5

2. 7 3

3. 8 12

CHALLENGE: Create a word problem for the area model. What is the solution?
6 5

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K. STUDENT RECORDING SHEET

MULTIPLICATION STATIONS!
Please fill out the information at each station.
Remember to do 2 of the 3 problems at each station.
Name:__________________________
Equal Groups Station
I made ______ groups of _______. I knew that I was supposed to do this because _____________________________
_______________________________________________________________________________________________.
Multiplication Equation: _______ _______ = _______
I liked the equal groups strategy because ______________________________________________________________
_______________________________________________________________________________________________.
Repeated Addition Station
Write the repeated addition problem and then the multiplication equation.
Repeated Addition:
Repeated Addition:
Multiplication Equation: _______ _______ = _______
Multiplication Equation: _______ _______ = _______
I liked the repeated addition strategy because __________________________________________________________
_______________________________________________________________________________________________.
Number Line Station
This is what one of my number lines looked like:

I liked the number line strategy because _______________________________________________________________

_______________________________________________________________________________________________.
Array Model Station

_______ _______ = _______

_______ _______ = _______

_______ _______ = _______

I liked the array model strategy because _______________________________________________________________

_______________________________________________________________________________________________.
Area Model Station
Multiplication Equation: _______ _______ = _______

Multiplication Equation: _______ _______ = _______

I liked the area model strategy because _______________________________________________________________

_______________________________________________________________________________________________.

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FREE SPACE
Show work below for the assigned station work or use it to complete a CHALLENGE question!

My favorite multiplication strategy is __________________________ because _____________________________

_______________________________________________________________________________________________.

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PERSONAL RECORDING SHEET

Student Name

Ability on a scale of 1 10. 1 being the lowest & 10 being the highest.
Checks represent if they were able to indicate the correct product.
Equal Groups
Repeated
Number Lines Array Model
Area
Addition
Model

Additional
Notes

Dominic
Emma
Kristen
Maddie
Jaxon
Tezhon
Nathaniel
Landon
Payton
Suli
Kyra
Chloe
Trinity
Savannah
Summer
Brenan
**This table will be printed in landscape orientation in order to provide more room to take anecdotal notes and
appropriately monitor my students.

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