Multiplication as Repeated Addition Using Multiplication Table for Primary 3

Class: Primary 3
Term: 1st Term
Week: 8
Age: 8 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Previous Lesson: Open Sentences, Open Sentences Involving Addition of Numbers.
Topic: Multiplication
Subject Matter: Multiplication as repeated addition; Using multiplication table to find products of numbers.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

• Define multiplication as repeated addition.
• Solve multiplication problems using repeated addition.
• Find the product of one-digit numbers using the multiplication table.
• Find the product of two-digit numbers by one-digit numbers using the multiplication table.

Affective Domain:

• Appreciate the efficiency of multiplication over repeated addition.
• Show interest in learning multiplication facts.

Psychomotor Domain:

• Accurately perform multiplication calculations using both repeated addition and multiplication tables.
• Construct simple multiplication problems.

Social Domain:

• Work collaboratively to solve multiplication tasks.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• State Unified Scheme of Work
• New General Mathematics for Primary 3

Instructional Materials

The teacher will teach this lesson with the aid of:

• Multiplication chart/table
• Counters (e.g., stones, bottle caps)
• Flashcards with multiplication facts

Rationale for the Lesson

This lesson helps pupils understand multiplication as a fundamental arithmetic operation, building on their knowledge of addition. It enables them to solve everyday problems quickly and efficiently, preparing them for more complex mathematical concepts.

Prerequisite/Previous Knowledge

Pupils should have a good understanding of basic addition of numbers and be able to count numbers up to 100.

Lesson Content/Board Summary

Multiplication

Multiplication as Repeated Addition

Multiplication is a quick way to do repeated addition. It means adding the same number many times.

The symbol for multiplication is ‘x’, which is read as “times” or “multiplied by”.

Examples:

• 2 x 4 means 2 added 4 times: 2 + 2 + 2 + 2 = 8
• 3 x 5 means 3 added 5 times: 3 + 3 + 3 + 3 + 3 = 15
• 4 x 3 means 4 added 3 times: 4 + 4 + 4 = 12

Using Multiplication Table to Find Products of Numbers

A multiplication table is a grid or chart that shows the results of multiplying two numbers. It helps us quickly find the product of numbers without doing repeated addition.

One-Digit Number by One-Digit Number

To multiply a one-digit number by another one-digit number, find the first number in the row and the second number in the column. The answer is where they meet.

Examples:

• Find 6 x 7:
  • Step 1: Locate 6 in the first column or row.
  • Step 2: Locate 7 in the corresponding row or column.
  • Step 3: The number where they intersect is the product.
  • Answer: 42
• Find 9 x 3:
  • Step 1: Locate 9 in the first column or row.
  • Step 2: Locate 3 in the corresponding row or column.
  • Step 3: The number where they intersect is the product.
  • Answer: 27

Two-Digit Number by One-Digit Number (without carrying)

To multiply a two-digit number by a one-digit number, multiply the one-digit number by the ones digit of the two-digit number first, then by the tens digit.

Examples:

• Find 12 x 3:
  • Step 1: Multiply the ones digit: 2 x 3 = 6. Write 6 in the ones place.
  • Step 2: Multiply the tens digit: 1 x 3 = 3. Write 3 in the tens place.
  • Answer: 36
• Find 21 x 4:
  • Step 1: Multiply the ones digit: 1 x 4 = 4. Write 4 in the ones place.
  • Step 2: Multiply the tens digit: 2 x 4 = 8. Write 8 in the tens place.
  • Answer: 84

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher begins by reviewing addition and asking pupils how they would find the total of 5 groups of 3 apples.
Pupils’ Activity: Pupils respond by suggesting repeated addition (3+3+3+3+3=15).
Learning Point: Pupils recall addition and are introduced to the concept of finding totals for equal groups.

Step 2: Explanation of Multiplication as Repeated Addition

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains that multiplication is a faster way to do repeated addition, using the symbol ‘x’. The teacher writes examples like 2 x 4 = 2 + 2 + 2 + 2 = 8 on the board and demonstrates with counters.
Pupils’ Activity: Pupils listen attentively and observe the demonstration, asking questions for clarification.
Learning Point: Pupils understand multiplication as repeated addition.

Step 3: Practice with Repeated Addition

Time: 7 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher gives pupils simple multiplication problems (e.g., 3 x 2, 5 x 3) and guides them to solve using repeated addition with their counters or by writing it out.
Pupils’ Activity: Pupils work individually or in pairs to solve the problems using repeated addition.
Learning Point: Pupils develop confidence in solving multiplication problems using repeated addition.

Step 4: Introduction to Multiplication Tables

Time: 7 minutes
Teaching Skill: Visual Aid/Demonstration
Teacher’s Activity: The teacher introduces the multiplication chart/table, explaining how to use it to find products of one-digit numbers. The teacher demonstrates finding products like 4 x 6 and 7 x 5 on the chart.
Pupils’ Activity: Pupils observe the teacher’s demonstration and locate numbers on their own multiplication charts or flashcards.
Learning Point: Pupils learn how to use a multiplication table to find products.

Step 5: Practice One-Digit by One-Digit Multiplication

Time: 5 minutes
Teaching Skill: Drill/Practice
Teacher’s Activity: The teacher gives pupils several one-digit by one-digit multiplication problems (e.g., 8 x 4, 6 x 9) to solve using the multiplication table.
Pupils’ Activity: Pupils use their multiplication tables to find the answers to the given problems.
Learning Point: Pupils become proficient in using the multiplication table for one-digit numbers.

Step 6: Multiplication of Two-Digit by One-Digit Numbers (Simple Cases)

Time: 6 minutes
Teaching Skill: Explanation/Problem Solving
Teacher’s Activity: The teacher explains how to multiply a two-digit number by a one-digit number (without carrying), breaking it down into multiplying the ones digit first, then the tens digit. The teacher uses examples like 13 x 2 and 24 x 2.
Pupils’ Activity: Pupils follow the steps demonstrated by the teacher and try to solve similar problems.
Learning Point: Pupils learn the procedure for multiplying two-digit by one-digit numbers.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Define multiplication in your own words.
2. Write 4 x 5 as repeated addition and find the answer.
3. Use your multiplication table to find the product of 7 x 8.
4. Multiply 23 by 3.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the lesson by reminding pupils that multiplication is repeated addition and that multiplication tables help us multiply quickly. The teacher assigns homework from the textbook.
Pupils’ Activity: Pupils listen and copy down the homework.
Learning Point: Pupils consolidate their understanding of multiplication.

Home Task: Solve three new exercises on Multiplication. Show each step and check each answer.

Lesson Keywords

• Multiplication – A mathematical operation that is a shortcut for repeated addition.
• Product – The result of multiplying two or more numbers.
• Repeated addition – Adding the same number multiple times.
• Multiply – To perform the operation of multiplication.
• Times – Used to express multiplication (e.g., “three times four”).
• Multiplication table – A chart showing the products of numbers.

Differentiation

For struggling learners, the teacher will provide more one-on-one support, use more concrete materials like blocks, and focus on fewer multiplication facts. Advanced learners will be given more complex two-digit by one-digit problems (with carrying) or challenged to create their own multiplication word problems.

Note for teachers using this lesson plan

Ensure that pupils have access to multiplication charts or flashcards. Start with concrete examples using counters before moving to abstract numbers. Emphasize understanding the concept of repeated addition before relying solely on the multiplication table. Encourage memorization of basic multiplication facts through drills and games.