This document provides lesson plans and materials for teaching students about multiplication through equal groups. It includes fluency practice in skip counting, application problems involving addition, and three concept development problems. The first concept problem has students skip count by 2s to find the total number of arms. The second problem has students make equal groups of counters to understand the relationship between repeated addition, counting groups, and multiplication equations. The third problem asks students to write multiplication sentences from equal groups. The lesson concludes with a problem set, debrief, and exit ticket to assess understanding.

1. Multiplication And
The Meaning
Of The Factors
Module 1: Lesson 1
Understand equal groups of
as multiplication
Created from the
New York State Common Core Curriculum
By Common Core With Style

2. Fluency Practice:
Group Counting
(10 min.)

3. Fluency Practice:
Group Counting

4. Fluency Practice:
Group Counting

5. Application Problem
(10 min.)
There are 83 girls and
76 boys in the third
grade. How many total
students are in the
third grade?
83 Girls
76 Boys
83
+ 76
8
3
7
6
?
159
There are 159 students
in third grade.

6. Concept Development – (30 Min.)
Problem 1: Skip Count to Find
the Total Number of Objects
1. 10 students come to the front of the
room!
2. How many arms do you have?
3. Let’s skip count by 2’s. To keep track of
our counting raise your arms over your
head when we count them!
4. How many raised arms did we count?
5. How many twos did we count to get the
total?
6. What did you count to find the number of
twos?

7. Concept Development – (10 Min. Each Problem)
Problem 1: Skip Count to Find
the Total Number of Objects
7. Skip count to find the total number of arms.
2
2,
+2
4,
+2
6,
+2
8,
+2
10,
+2
12,
+2
14,
+2
16,
+2
18,
+2
20
8. How many two’s did we count?
10 twos
10 groups of two is 20

8. Concept Development – (30 Min.)
Problem 2: Understand the relationship between
repeated addition, counting groups in unit form, and
multiplication equations.
You have 12 counters.
Make equal groups of two.
How many groups did you make?6 Equal
Groups
of 2
Counters
How many
counters
all
together?
2 + 2 + 2 + 2 + 2 + 2

9. 2 + 2 + 2 + 2 + 2 + 2 = 12
6 twos = 12
6 x 2 = 12
Ways that are easier and faster
are efficient. When we have
equal groups, multiplication is a
more efficient way of showing
the total than repeated
addition.
These number
sentences are all
saying the same
thing.
Concept Development – (30 Min.)
Problem 2: Understand the relationship between
repeated addition, counting groups in unit form, and
multiplication equations.

10. These are equal groups. Turn and tell
your partner why they are equal.
Concept Development – (30 Min.)
Problem 3: Write multiplication
sentences from equal groups.

11. Concept Development – (30 Min.)
Problem 3: Write multiplication sentences
from equal groups.
3 x 4 = 12
Check my work by
writing an addition
sentence.
Use your addition sentence to discuss why you
agree or disagree with my work.
I hear most students disagreeing because my groups
are not equal. True, to multiply you must have equal
groups.

12. Problem Set
(10 Min.)
You have 10 minutes to complete the problem
set pages.
Debrief
(10 Min.)
Let’s review your solutions for the problem set.

13. This is where you are going to show
me that you understand what we
learned today!
I will learn if you are ready for the
next lesson!
Exit Ticket
(3 Min.)

14. 3-1 Homework
Worksheet
is Due Tomorrow
Homework