1. Maggie Noctor
Multiplication Lesson Plan
Introduction
Lesson Topic: Recall basic multiplication facts through the nines table
Length of Lesson: 45 mins
SOL: 3.9 The student will recall the multiplication and division facts through the nines table.
Cognitive Objectives
Students Will:
Recall multiplication facts of numbers through the nines table
Materials/Technology and Advanced Preparation
Materials:
The Amazing Multiplication Book by Kate Petty and Jennie Maizels
One simple function calculator
100 index cards
Four pieces of colored/ construction paper

2. Advanced Preparation:
1. Prepare index cards for game
2. On each index card write one multiplication fact
3. Continue to write the rest of the multiplication facts through the nines table on the index cards starting at 0x0 and continuing
through 9x9.
4. Once finished, mix the cards up very well.
5. On the construction paper write: 1st base, 2nd base, 3rd base and home base each on its separate piece of paper.
6. Hang these four signs up around the room equal distances apart.
Teaching and Learning Sequence
Introduction/Anticipatory Set:
• Ask students to sit quietly
• Take out The Amazing Multiplication Book by Kate Petty and Jennie Maizels
• Read The Amazing Multiplication Book by Kate Petty and Jennie Maizels
• Ask students about the different multiplication books mentioned in the book?

3. • Explain to student that today we will be playing a game where they will be reviewing and recalling their multiplication tables
through the nines table.
Lesson Development:
• Tell the students that today we will be reviewing our multiplication facts through the nines table by playing a game of
multiplication baseball.
• Explain how to play game.
• That each player will be given a fact, if they get it right it is a hit, if they get it wrong it is an out.
• Three outs and the teams switch places.
• Divide the class into two teams of nine people, mixing equal ability students.
• If there are more then 18 students, assign students that remain to jobs: one or two as score keeper (one for overall score and
one to keep track of hits and outs), home plate umpire, and commissioner (armed with calculator)
• Instruct teams to decide on team members’ positions.
• While teams are deciding on positions, explain to scorekeeper(s), umpire (s) and commissioner what their jobs are (keeping
score, deciding if answer was correct and calculating correct answer)
• Designate the pitchers mound and have all students get to their respective spots.
• Have the pitcher hold the pile of multiplication facts.

4. • The pitcher “throws out” verbally gives the fact to the batter, who responds.
• The umpire determines if the response is correct, by saying, “hit” if correct or “out” if incorrect.
• The batter then proceeds to first base or sits down and the next batter comes to the plate.
• The commissioner has the power to overrule all of the umpire’s answers.
• Once one team has gotten three outs, the teams trade sides.
Closure:
• After nine innings, or the amount of time allotted for math, the game ends
• The winning team is the team that has the most runs at the end of the nine innings. If a tie you may go into extra innings if you
want.
• At the end of the game, talk with students about the most common fact families that were missed.
• Talk about strategies for improving their “play” just like real baseball players might analyze his or her own strengths and
weaknesses to improve.
• Tell students that their homework tonight is to write about their game today, how they might be able to improve their “play”
and what their strengths and weaknesses are in regards to multiplication.
Homework: Writing prompt about strengths and weaknesses with multiplication facts.

5. Assessment:
Formative:
• Listen to answers given during the Baseball multiplication game. Are the students saying the correct answers or can they not
recall any?
• Watch while students are up to bat, are they able to easily state the answer or are they confused and distracted?
Summative:
• Collect student homework and review what students feel are their strengths and weaknesses.
• Collect data during the game about which students commonly got the outs for their teams and which students always got hits.
Look at the flash cards that they were being given and see if there is a common thread of why/when the mistakes were
occurring.
References:
Virginia Department of Education. (2004). Multiplication Baseball.
http://www.doe.virginia.gov/testing/sol/scope_sequence/mathematics_scope_sequence/scopeseq_math3.pdf.

6. STANDARD 3.9 STRAND: COMPUTATION AND ESTIMATION GRADE LEVEL 3
3.9 The student will recall the multiplication and division facts through the nines table.

7. UNDERSTANDING THE STANDARD ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE AND SKILLS
(Teacher Notes)
• The development of computational fluency relies All students should The student will use problem solving, mathematical
on quick access to basic number facts. communication, mathematical reasoning, connections, and
• Develop fluency with basic number representations to
• Strategies to learn the multiplication facts combinations for multiplication and
through the nines table include an understanding division. • Recall and state the multiplication and division facts
of multiples/skip counting, properties of zero and through the nines table.
• Understand that multiplication is repeated
one as factors, square numbers, pattern of nines,
addition. • Recall and write the multiplication and division facts
commutative property, and fact families (the two
through the nines table.
related multiplication and two division • Understand that division is the inverse of
problems). multiplication.
• In order to develop and use strategies to learn the • Understand that patterns and relationships
multiplication facts through the nines table, exist in the basic facts.
students should use concrete materials, hundred
chart, and mental math. • Understand that number relationships can be
used to learn and retain the basic facts.
• Multiplication is a shortcut for adding same-size
groups. To extend the understanding of
multiplication, three models may be used:
– The equal-sets or equal-groups model lends
itself to sorting a variety of concrete objects
into equal groups and reinforces repeated
addition or skip counting.
– The length model (e.g., a number line) also
reinforces repeated addition or skip counting.
• A certain amount of practice is necessary to
develop fluency with computational strategies;
however, the practice must be motivating and
systematic if students are to develop fluency in
computation, whether mental, with manipulative
materials, or with paper and pencil.