Math lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Are the groups equal?
Multiplication and division
CCSS 2.OA.C.4England: Y2 Multiplication and division
Objective and success criteria
Students will: Are the groups equal?.
- 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 objects in equal groups
Leads to: Write equal groups as repeated addition
Materials: Counters for arrays, Multiplication grid, Base-ten blocks, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Count objects in equal groups). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- How many groups are there, and how many in each? Then find the total. ( ▲ ▲ ▲ ) ( ▲ ▲ ▲ ) ( ▲ ▲ ▲ ) ( ▲ ▲ ▲ ) How many altogether? → 12Prompt: There are 4 groups.
- How many groups are there, and how many in each? Then find the total. ( ▲ ▲ ▲ ) ( ▲ ▲ ▲ ) How many altogether? → 6Prompt: There are 2 groups.
- How many groups are there, and how many in each? Then find the total. ( ♥ ♥ ♥ ♥ ) ( ♥ ♥ ♥ ♥ ) ( ♥ ♥ ♥ ♥ ) ( ♥ ♥ ♥ ♥ ) How many altogether? → 16Prompt: There are 4 groups.
Hook · 5 min
- Show an array of chairs, eggs or windows and ask how many there are without counting one by one.
- Share the objective: Are the groups equal?. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Are these groups equal? ( ◆ ◆ ◆ ◆ ◆ ) ( ◆ ◆ ◆ ◆ ◆ ) ( ◆ ◆ ◆ ◆ ◆ ) ( ◆ ◆ ◆ ◆ ◆ )
- Step 1: 5, 5, 5, 5
- Step 2: All the same: yes.
- Answer: Yes
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Are these groups equal? ( ■ ■ ) ( ■ ■ ) ( ■ ■ ) ( ■ ■ ) (Yes / No) → YesPrompt: Count each group.
- How many must be added to make all the groups equal? ( ▲ ▲ ▲ ▲ ) ( ▲ ▲ ▲ ▲ ) ( ▲ ▲ ▲ ) → 1Prompt: Count each group.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Are these groups equal? ( ▲ ▲ ▲ ▲ ▲ ) ( ▲ ▲ ▲ ▲ ▲ ) ( ▲ ▲ ▲ ▲ ▲ ) ( ▲ ▲ ▲ ▲ ) (Yes / No) → NoPrompt: Count each group.
- How many must be added to make all the groups equal? ( ■ ■ ■ ) ( ■ ■ ■ ■ ) ( ■ ■ ■ ■ ) → 1Prompt: Count each group.
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 objects in equal groups.
- 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: Write equal groups as repeated addition.
- 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-2.
Free lesson plan from eurekami.com/lesson-plan-builder