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Multiplication Centers Lesson Plan Outline

1) Arrange students into groups

       a)  Groups should be no more  than three to five students
       b)  Arrange groups that you think will be most beneficial
             i)  Current Skill Level, random, students choose, etc.

2) Centers

       a)  Fifteen minutes at each center
             i)  Be sure to give the students a five minute warning so they can wrap up                what they are working on
       b)  Center 1- Computer/Tablets
             i)  Students will use classroom tablets/computers to play on Multiplication.com
                    (1)  Students can play any of the games that use multiplication  
                    (2)  Allows students to practice basic multiplication skills in a fun way
       c)  Center 2- Unifix Cubes
             i)  Students will use unifix cubes to visually demonstrate a multiplication problem
            ii)  Index cards- on the lined side will be a multiplication problem on the     blank side will be a drawing of what the students unifix cubes should look like (number of groups and quantity in each group)
                    (1)  It is a good idea to include problems of varying degrees
                            (a)  Gifted students need more challenging students
                            (b)  Special needs or struggling students will need simple, single digit problems
       d)  Center 3- Writing
             i)  Students will read a word problem off an index card than on a separate piece of paper write the problem in the form of a multiplication problem.
                    (1)  Students will do this five times
            ii)  Next students will be given a multiplication problem. They will have to write a word problem that matches there given multiplication problem
                    (1)  It is a good idea to create a different problem for each group so they can later share and practice each other’s.
       e)  Center 4- Worksheet
             i)  Students will have worksheets with multiplication problems as part of a drawing.
                    (1)  Different numerical answers means they color in that part of the drawing with a particular color
                    (2)  Each worksheet is designated to work on a particular set of numbers
                    (3)  Students must complete all of the problems before beginning coloring

3) Wrap it up

       a)  At the end of the one hour make sure to check in with the students
             i)  Any questions/difficulties?
            ii)  Let students share the multiplication problem they created if they want to

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