Prior Knowledge Phase

Objectives: To make sure that student remembered the following learning outcomes of the previous lesson which are:
a) Multiplication can be done by repeated addition also.
b) Adding same numbers/group of numbers repeatedly takes a lot of time. Therefore, we can multiply them.
c) Multiplication is the fastest way of adding equal groups

Phases of the plan Teacher Activity Students Activity Material Required

During Activity 1. Teacher will write a multiplication 1. One of the students will solve Black Board and Chalk
sum on the board and will ask the multiplication question by
students to represent it by repeated repeated addition.
addition. 2. Students will answer to the
2. Then, teacher will ask following asked question.
question from students :
Q. If there is addition then, why we need
multiplication?
(This question intends to seek whether
students are able to comprehend the
learning outcomes of the previous lesson
or not (objectives of this phase)








Prepared By: Nida Nooruddin (AKU-IED)

Introduction Phase
Objectives :
a) To explore students understanding of placing a zero or multiplication sign (x), when they move from multiplying multiplicand
with multiplier (from ones place to tens and so on).
b) To inform students that in the lesson they are going to explore new ways to multiply (not the prescribed algorithm which they
already know)


Phases of the plan Teacher Activity Students Activity Material Required

Before Activity 1. Teacher will tell students that in 1. Students will listen to the __
this lesson they are going to instructions.
explore new ways to multiply.

During Activity 1. Teacher will write a question (45 x 1. One of the students will solve Black Board and chalk
34) on the board and will ask one the asked sum.
of the students to come in front and 2. Students will give answer to the
solve it. asked questions.
2. Teacher will seek responses for the
following questions:
a) Why we place 0 or X
when we move from ones
to tens place for
multiplying a multiplicand?


(This question aims to explore students


Prepared By: Nida Nooruddin (AKU-IED)
understanding of placing x or zero in
multiplication sum while moving from one
place value to another)

After Activity 1. Teacher will tell students that they 1. Students will take out their __
are going to find the answer for stationeries.
Why we place 0 or X when we
move from ones to tens place for
multiplying a multiplicand in the
upcoming activity.
2. Teacher will ask students to take
out their stationery.






Developmental Phase_ 01

Objectives:
a) To enable students to write multiplication sum in expanded form
b) To enable students to explore the reason of placing a 0 or multiplication symbol (x) while multiplying by using Area Model

Phases of the plan Teacher Activity Students Activity Material Required

Before Activity For a quick review, teacher will ask Students will tell the place values by __
students to tell the place value of the given raising their hands.
number (like 897, 56, 48 etc.).


Prepared By: Nida Nooruddin (AKU-IED)

During Activity 1. Teacher will distribute Area Model
worksheet (See appendix A for
worksheet) to each student which
consists of the instructions
regarding the How to use Area
Model for multiplying.

2. Teacher will guide students in
solving the worksheet. Moreover,
she will probe following questions:
a) Does writing the question in
its placed values change its
value?
b) Why we are not placing 0 or
X while multiplying?
c) How many times we
multiplied 40 and with
which numbers?
d) What do you think why we
did so?



(These questions will enable students to
explore that the reason for placing x or
zero is the shift of number from ones to tens
and later tens to hundreds and so on)

1. Students will work in their pairs Area Model worksheet
to solve the worksheet.








2. Students will give answers to
the teachers questions.

After Activity 1. Teacher will assist students work Students will discuss the answer of the Area Model worksheet,


Prepared By: Nida Nooruddin (AKU-IED)

and will ask some of the students asked question and will respond. Black Board and chalk
to explain the process of Area
Model.
2. Teacher will conclude the activity
by asking one of the students to
explain the reason behind placing
a 0 or x while moving from
multiplying with ones to tens.








Developmental Phase_02


Objectives: To reinforce the concept of placing zero or x while multiplying by using Partial Product Method for Multiplication (refer
Appendix B for its definition).

Phases of the plan Teacher Activity Students Activity Material Required

Before Activity 1. Teacher will ask students that 1. Students will tell the ways by __
how many ways they know to which they can multiply
multiply (It is expected that along numbers
with the traditional algorithm,
students will say about Area
Model Method.
2. Teacher will tell students that in


the next activity they are going to

explore one more interesting way

to perform multiplication which

will explain the reason for placing

zero or x in multiplication.



During Activity
Teacher will play an audio to students
which explains partial product of
multiplication. Then teacher will ask
one of the students to explain what
he/she understood from the video.
1. Teacher will write 45 x 21 on the 1. Students will recall their
Link for audio :
https://www.dropbox.com/s/cq
w6x2gnxmcmp77/Partial%20p
r0duct%20ov%20multiplicati0
n.amr?m=


board and will ask students to knowledge of expanded form

break the numbers into its place and will expand the numbers.

values. (40 + 5) x (21 + 1)

2. Teacher will ask students recall 2. Students will multiply the given

their understanding of expanded number in pairs.

form and try to multiplying 45 and

21 in in expanded form.

(This activity intends to enable students to

re-explore the reason for placing zero or x


while multiplying)














3. Teacher will assist the pair work.

Following questions will be asked

by the teacher to students:

a) Is there a need to place zero

or x while multiplying, if

we expand the number into

its place value? Give reason

for your answer.
3. Students will be assisted to



b) Why we place addition sign
explore the following way of



in between the numbers (in
multiplication.



expanded form)?


Prepared By: Nida Nooruddin (AKU-IED)

c) When we shift multiplying 4. Students will answer the asked
from 1 to 20 why we dont questions.
place zero?
(These questions will help students to
understand the reason for placing zero or x
while moving from one place value to
another

After Activity 1. Teacher will assist students to Students will complete the given task. A4 size paper
understand the partial product
method of multiplication.
2. Teacher will ask students to solve
420 x 13 by partial product model.


Revision and Assessment


Objective: To let students recall what they did in the class and check that students are able to apply Area model and Partial Product
Method to multiply.

Phases of the plan Teacher Activity Students Activity Material Required

Before Activity 1. Teacher will ask students to ask 1. Students will ask question (if Assessment Sheets
questions (if any) regarding the any) regarding the two methods
two methods which they learnt in of multiplication:
the lesson. a) Area Model
b) Partial Product Method


Prepared By: Nida Nooruddin (AKU-IED)
2. Teacher will distribute the 2. Students will get the assessment
assessment sheets (refer Appendix sheets.
C for assessment sheet) to the
students which they will solve
individually.
3. Teacher will read the instructions

During Activity Teacher will monitor the individual work Students will solve the given assessment Assessment Sheets
and will assist students (if needed). sheets individually.

After Activity 1. Teacher will collect the sheets. Students will take part in the discussion __
which will be the conclusion of the
2. Teacher will conclude following lesson.
points from the lesson.
What we learnt
a) We place 0 or X in
multiplication to show the shift
of multiplier from ones to tens
place. Moreover, the number of
zero increases as we move from
tens to hundred and so on.
b) We learnt two method of
multiplication namely: Area
Model and Partial Product
Method

Prepared By: Nida Nooruddin (AKU-IED)

The class will be ended by appreciating students for working in collaboratively with the teacher.











































Prepared By: Nida Nooruddin (AKU-IED)
Appendix A

Area model Worksheet
Appendix B

What is Partial Product Method of Multiplication?

Partial-products multiplication is one of the methods for multiplication in which a person
multiplies each digit of one factor by each of the digits in the other factor, taking into account the
place value of each digit. Then the person adds all the partial products to find the total product
(Hill, n.d).

For example, in 67 x 53, think of 67 as 60 + 7, and 53 as 50 + 3. Then each part of one
factor is multiplied by each part of the other factor, and all of the resulting partial products are
added together.







































Prepared By: Nida Nooruddin (AKU-IED)