Grade 3 Mathematics — Term 2, Week 1
5 day-plan(s) · WeLearn JA MATH T2 G3
Day 1: Multiplication as Repeated Addition
Grade 3 Mathematics · Term 2, Week 1 · 60 min
| Objectives | Relate repeated addition to multiplication. |
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| Materials | Counters, cups |
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| Key vocabulary | groups of, repeated addition, times, multiply |
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| Engage (starter) | "3 cups with 2 sweets each. How many sweets?" |
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| Develop (main) | Interactive: make equal groups with counters; write as addition (2+2+2) then as multiplication (3x2). Chant the link. |
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| Plenary (close) | Show 4 groups of 5 as a multiplication. |
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| Assessment | Correct group-to-multiplication translation. |
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| Teacher notes | Emphasize equal groups. |
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Day 2: Building Arrays
Grade 3 Mathematics · Term 2, Week 1 · 60 min
| Objectives | Represent multiplication with arrays (rows and columns). |
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| Materials | Square tiles, dot paper |
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| Key vocabulary | array, row, column, product |
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| Engage (starter) | "Rows of desks are arrays!" |
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| Develop (main) | Interactive: build arrays with tiles for given facts; count rows and columns; write the multiplication sentence. |
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| Plenary (close) | Build 3 rows of 4 and state the product. |
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| Assessment | Accurate array building. |
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| Teacher notes | Rows across, columns down. |
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Day 3: Factor and Product
Grade 3 Mathematics · Term 2, Week 1 · 60 min
| Objectives | Use the terms factor and product correctly. |
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| Materials | Fact cards, whiteboards |
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| Key vocabulary | factor, product, multiplication sentence |
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| Engage (starter) | "Meet the factors and their product!" |
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| Develop (main) | Interactive: label parts of number sentences; matching game factors to product; build sentences from arrays. |
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| Plenary (close) | Name the factors in 6x2=12. |
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| Assessment | Correct labeling. |
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| Teacher notes | Factors are the numbers multiplied. |
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Day 4: Commutative Property
Grade 3 Mathematics · Term 2, Week 1 · 60 min
| Objectives | Show that the order of factors does not change the product. |
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| Materials | Square tiles |
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| Key vocabulary | commutative, order, same product |
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| Engage (starter) | "Does 2x5 equal 5x2?" |
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| Develop (main) | Interactive: build an array, then rotate it; see the product stays the same. Match commutative pairs. |
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| Plenary (close) | Give the partner fact for 3x7. |
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| Assessment | Correct pairs. |
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| Teacher notes | Halves the facts to memorize. |
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Day 5: Review: Meaning of Multiplication
Grade 3 Mathematics · Term 2, Week 1 · 60 min
| Objectives | Consolidate repeated addition, arrays, and terms. |
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| Materials | Task cards |
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| Key vocabulary | review |
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| Engage (starter) | "Multiplication warm-up game!" |
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| Develop (main) | Interactive: station rotation (build an array, write repeated addition, label factors and product). |
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| Plenary (close) | Share your favourite station. |
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| Assessment | Station accuracy. |
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| Teacher notes | Watch for unequal groups. |
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