Class Multiplication Stations

Grade: 4
Subject: Math
Unit: Number Sense: Multiplication
Lesson Duration: 30 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Develop Number Sense
Specific Learning Outcomes:
4. Apply the properties of 0 and 1 for multiplication and the properties of 1 for division
5. Describe and apply mental mathematics strategies, such as:
Skip counting from a known fact
Using doubling or halving
Using doubling or halving and adding or subtracting one more group
Using patterns in the 9s facts
Using repeated doubling
6. Demonstrate an understanding of multiplication (2- or 3- digit by 1 digit) to solve problems by:
Using personal strategies for multiplication with and without concrete materials
Using array to represent multiplication
Connecting concrete representations to symbolic representations
Estimating products
Applying the distributive property
LEARNING OBJECTIVES
Students will:
Use personal strategies to multiply 1,2 or 3 digits by 1 digit
ASSESSMENTS
Observations:
Key Questions:
While students are in each group
1) What strategies can be used to multiply?
rotate and observe if they are
understanding multiplication, which
strategies are they are using, and
taking note of which level they are
choosing for themselves.
Written/Performance Assessments:
Formative- Students will hand in a sheet with problems they struggled with or got wrong
during the games.
Formative- a rating of 1-3 with how they are feeling about their multiplication skills
LEARNING RESOURCES CONSULTED
Resource #1: www.multiplication.com
MATERIALS AND EQUIPMENT
Assessment Sheets- 24 copies

Smartboard Presentation- Explaining each station

Station 1: Jenga
o mini jenga game x3 with multiplication facts written on them- colour coded for
each level
o instruction sheet x3
Station 2: Zap It
o Container with Multiplication sticks in it- colour coded for each level x3
o Instruction Sheets x3
Station 3: Monkeying Around
o Monkeying around game board
o Playing pieces for each player
o 1 dice
o calculator for checking answers
o instruction sheet for game
Station 4: Computers
o www.multiplication.com
Station 5: Flashcards
o Flashcards (various sets)
Station 6: Manipulative Station
o Question sheet with multiplication facts (3 levels colour coded)
o 2 sets up manipulatives
PROCEDURE
Explain Expectations/Each station
Introduction (8 min.):
Attention Getter: Clap Hands, have students clear desks

1. Explain to the students we are going to be doing Math stations to practice our multiplication
facts. They are going to be set up very similar to our Spelling stations except they are going to
be Math games instead.
2. Briefly explain each station available. Give just a brief explanation because each station will
have in depth directions or instructions. If students, are still confused after reading the
instructions at the station they can raise their hand for individual help.
3. Explain the levels of some of the game. Relate it to AR, each person may be on a different
level and that is okay!! Choose the level you feel you are at. If you are finding it to be easy
move up a level, if you are finding it to be too difficult move down a level. Keep practicing!
Multiplication can sometimes be hard but practice will make it easier!
4. Station Explanations:
1. Jenga: In this station students will play Jenga. They will pull out on the of squares and

2.

3.

4.
5.
6.

have to solve the problem on the square. Replace the square to the top. When the Jenga
Tower gets knocked over the game can start over 5. If students want to keep score they
can get one point for each correct answer.
Zap It: In this game students pull out a stick and answer the question on it. If they get it
correct, they get to keep the stick. If they get it incorrect, the stick goes back in the
container. If a student pulls out a ZAP IT stick all of their sticks go back in. If a student
pulls out a SWIPE stick they can answer a question somebody already has and take their
stick if they get it correct. The player with the most sticks at the end is the winner.
Monkeying Around- Roll the die and move that number of spaces. Then reads the line
that matches the number she rolled. If the line tells the player to do something (go back
2 spaces) the player followings the directions. If the line gives a math problem, the
player answers it. Then she tells if the answer on the game board is correct or incorrect.
Someone checks her answer if a calculator. If the player is correct she stays on the space
until her next turn. If she is incorrect she goes back to the space where she began her
turn. The game ends when one person reached END with an exact roll of the die or from
a line of instructions.
Computers- Students can practice their multiplication facts by going on
www.multiplication.com
Flashcard Station- Students can work in pairs or groups practicing their multiplication
facts with each other by quizzing, or racing.
Manipulative Station- In this station students will solve math facts by using the
manipulates to create a picture. For example if the question is 3x6 the student will make
three groups with 6 objects in each group to find the answer.

Expectations for Learning and Behaviour:

Students are expected to be working either in their groups, or independently for the lesson.
Students will have 1 warning. After 1 warning if they are not following expectations they will be sent
back to their desk to practice math facts individually.
Advance Organizer/Agenda:
Transition to Body: Once each station has been explained and the expectations have been laid out I
will create the stations in the same way as Spelling. Reading 5 sticks at a time students can quietly go
to a station. Once stations have been filled they may begin.
Body ( 20 min.):
Learning Activity #1: Once the stations are filled students will have the period to work on their game
or activity they chose.
Walk around and observe, take notes if needed.
Closure (5 min.):
Give students 2 minutes to clean up their stations and return to their seats.
Feedback From Students: Students will hand in their station sheets as feedback. Students have filled
in the Math facts that they still need practice on and have filled in their own personal assessment

using a 1, 2, or 3. Collect the assessment. Make sure names are on!

Multiplication Stations

Record multiplication facts that you have gotten wrong

or are finding difficult!

Self-Assessment: Rate yourself on the scale with your

understanding of multiplication facts (Circle One).