EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

LESSON PLAN

Name: Child B Date: 21 May 2017 Year Level: Year 2

Lesson Aim
Helping student learn the commutative property of multiplication

Content strand(s) / Sub-Strand(s)

Number and Algebra / Number and Place Value

Content Description(s):
Recognise and represent multiplication as repeated addition, groups and arrays

Elaboration(s):
Representing array problems with available materials and explaining reasoning
Visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups
Proficiency strand(s):

Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of
operations and creating and interpreting simple representations of data.

Students Prerequisite knowledge / understanding / concepts / skills:

The understanding of the concept of addition and multiplication
 EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

Specific Learning Time

Teaching / Learning Strategies Organisation Resources
Outcomes for this Lesson Req.
Phase 1 - Lesson introduction
 EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

Student should be able to 5 At the beginning of this lesson the At the beginning of Familiar
recognise that there are minutes teacher will remind children about the lesson children objects (teddy
multiple ways to make the the concept of multiplication by will be altogether as a bears,
same number looking at a few different ways on whole class to be candies,
how to make, for example, the introduced to the blocks)
number twenty topic.

Have the class sit in a circle, with the

teacher sitting in the circle as well.

The familiar objects/materials (eg.

teddy bears) will be put in the middle
of the circle.

Ask the students how to make the

number twenty in different ways.

Children who have ideas come into

the centre of the circle, one at a
time, and represent their idea with
the materials (eg. wo groups of ten
teddy bears, four groups of five
teddy bears, five groups of four
teddy bears)
 EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

From here, teacher can point at the

represented data which have the
same facts but in converse order,
and introduce that there is a
relationship between these two
operations (with the mystery facial
express in order to make students
curious and want to know)

Phase 2 - EXPLORE, EXPLAIN, ELABORATE

 EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

Put the student into pairs. They will

be paired based on their
mathematical abilities. Children who
are struggling with mathematics will
be put with a child who is at average
or above average for foundation
mathematics.
Familiar
Ensure that each pair has two sets of objects (teddy
Students should be able twenty concrete materials (same bears,
to size) of their choice (selection of candies,
Recognise the teddies, counters, blocks), two blocks)
15
commutative Children will work in Holders
minutes holders (cups, boxes, trays) for each
property of pairs. (cups, boxes)
student, small pieces of paper with
multiplication the numbers representing for the
quantity in each group (4 4 4 4 4 or 5
5 5 5)

Each group will be given two operations

with the same facts but in inversed order
and unknown results (four groups of five
teddy bears and five groups of four teddy
bears, or two groups of ten teddy bears
 EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

and ten groups of two teddy bears).

Ask each student in each group to choose

one operation within the two operations.

Ask students to put the concrete materials

representing for their operation in their
own cup.

Then ask students to put the total outside

and count them to see if the result is the
same within their group, which is twenty

Ask them to line up twenty concrete

materials representing for the total and
compare the length of the line.

At this step, teacher should go around and

discuss with each group to see how are
their comparison and what they just
learned/recognized/understood.

Note: if student is struggle with mathematics, two

different colours of concrete materials
representing for two facts should be used in that
 EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

pair.

Phase 3 - EXPLAIN, ELABORATE, EVALUATE

 EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG

Students should be able 15

Familiar
When all groups finish the discussion,
to minutes Whole class discussion
objects (teddy
demonstrate a deep students are asked to sit in a circle again
bears,
as well as the teacher. Students will sit
understanding of
candies,
next to their partner in the previous
commutative
blocks)
activity.
property of Holders
multiplication (cups, boxes)
Teacher demonstrates everything again in
front of the whole class and ask the
children to share their thinking of
commutativity in multiplication.

Students are asked to give some more

examples of commutativity in
multiplication.

Teacher now can end the lesson with the

definition of commutative property of
multiplication, and explain why it is
necessary in doing mathematics.

Assessment Strategies
Using variety of formats in teaching and learning
include oral, practice, individual task, group task,
open-ended questions. (LO in phase 1, 2, 3)
Applying scaffolding strategy to assist students as
well as evaluate the understanding of each students.
(LO in phase 2)
Observing students when they do the task with the
concrete material or when they discuss within group
about the mathematic problem. (LO 2,3)
EDMA262 LESSON PLAN | S00158949 | Thi Vu Dan Tam DUONG
Whats next? Where to from this lesson?
Teacher then can introduce the concept of identity
property of multiplication. It is easier to teach the
concept of identity property in the order of any
number multiply by one equals that any
number. For example, seven candies put it one
cup, the total is seven
To help children better understand the inverse way
of one multiply by any number equals that any
number, they should know the commutativity of
multiplication first.