Math lesson plan · 1st grade (Year 2 in England) · 30 minutes
Count objects in equal groups
Multiplication and division
CCSS 2.OA.C.4England: Y1 Multiplication and division
Objective and success criteria
Students will: Count objects in equal groups.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Count in twos; Count in fives
Leads to: Share things out equally; Are the groups equal?
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Count in twos; Count in fives). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count in twos. What is missing? 20, 22, 24, 26, __ → 28Prompt: Each number is 2 more than the one before.
- Count in fives. What is missing? 55, __, 65, 70, 75 → 60Prompt: Numbers in the fives count end in 5 or 0.
- There are 8 pairs of socks. Count in twos: how many socks is that? → 16Prompt: Each one has 2 socks.
Hook · 3 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Count objects in equal groups. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: How many groups are there, and how many in each? Then find the total. ( ♥ ♥ ♥ ♥ ) ( ♥ ♥ ♥ ♥ ) How many altogether?
- Step 1: 4 + 4 = 8
- Answer: 8
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- How many groups are there, and how many in each? Then find the total. ( ♥ ♥ ) ( ♥ ♥ ) ( ♥ ♥ ) How many altogether? → 6Prompt: There are 3 groups.
- How many groups are there, and how many in each? Then find the total. ( ◆ ◆ ◆ ◆ ) ( ◆ ◆ ◆ ◆ ) ( ◆ ◆ ◆ ◆ ) ( ◆ ◆ ◆ ◆ ) How many altogether? → 16Prompt: There are 4 groups.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- How many groups are there, and how many in each? Then find the total. ( ★ ★ ) ( ★ ★ ) ( ★ ★ ) ( ★ ★ ) How many altogether? → 8Prompt: There are 4 groups.
- How many groups are there, and how many in each? Then find the total. ( ◆ ◆ ◆ ) ( ◆ ◆ ◆ ) ( ◆ ◆ ◆ ) How many altogether? → 9Prompt: There are 3 groups.
Watch out for
- Thinking multiplying always makes a number bigger.
- Dropping a zero in long multiplication when moving to the tens row.
Support and stretch
Support
- Review first: Count in twos.
- Use concrete materials: counters for arrays.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Share things out equally; Are the groups equal?.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder