You will learn
- Draw equal groups to show multiplication.
- Draw a bar model.
- Write a multiplication sentence for a picture.
- Find the product from a picture.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
A drawing that shows an idea.
A bar divided into equal boxes.
Groups with the same number in each.
The answer to a multiplication.
1. Discover: plates of mangoes
You see 3 plates with 2 mangoes on each. Draw it. Which multiplication does your picture show?
2. Understand: multiplication pictures
A picture can show multiplication. Draw circles for the groups and dots for what is in each. 3 plates with 2 mangoes is 3 × 2 = 6.
A bar model uses equal boxes: three boxes of 2 make 6.
4 × 5: draw 4 groups of 5 dots. Count in 5s: 5, 10, 15, 20.
3. Explore: draw it
You need paper and a pencil.
- Draw 3 circles.
- Draw 2 dots in each circle.
- Count all the dots and write 3 × 2 = 6.
- Draw 4 groups of 5 and write 4 × 5.
Think about it: what did you notice?
3 × 2 = 6; 4 × 5 = 20.
4. Practise
Guided practice
Question 1. 3 plates with 2 mangoes each?
3 × 2 = 6.
Question 2. 4 groups of 5?
4 × 5 = 20.
Question 3. 2 × 8?
16.
Independent practice
- 3 × 2
- 4 × 5
- 2 × 8
- 5 × 2
- 3 × 5
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
A bar has 3 boxes with 5 in each. Write the multiplication and the total.
Show a sample answer
3 × 5 = 15.
6. Common mistake
Fix: Make each group the same.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- Draw equal groups.
- Use a bar model.
- Count in equal jumps.
9. Next lesson
Next lesson: Multiplication facts for 2, 5 and 10. Keep going with the next idea in this course.
Printable worksheet
- 3 × 2
- 4 × 5
- 2 × 8
- 5 × 2
- 3 × 5
Homework
Draw two multiplication pictures. Write the sentence under each.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 3 × 2 | 6 | 2 |
| 4 × 5 | 20 | 2 |
| 2 × 8 | 16 | 2 |
| 5 × 2 | 10 | 2 |
| 3 × 5 | 15 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 6; 2 20; 3 16; 4 10; 5 15.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Draw equal groups to show multiplication | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Draw a bar model | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Write a multiplication sentence for a picture | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Find the product from a picture | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Drawing groups of different sizes. Make each group the same.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Draw groups with counters first, then copy on paper.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: draw equal groups to show multiplication; draw a bar model; write a multiplication sentence for a picture; find the product from a picture.
Prerequisite knowledge. Lessons 1 to 4.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 35–45 minutes.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need paper and a pencil. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Drawing groups of different sizes. Make each group the same.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Draw groups with counters first, then copy on paper. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.