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repeated addition: adding the same number over
and over again
skip counting: a strategy in which we count forward
or backward by a number other than one
strategy: the plan of action to solve a problem
Attachments
Teach Background Knowledge Template (PDF)
Write Student-Facing Language Objectives Reference (PDF)
Vocabulary Cards: Strategies Lead to Understanding (PDF)
Glossary: Strategies Lead to Understanding (PDF)

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Math language routine
Collect and Display (Gather and Show Student Discourse)
Introduction (3 minutes)
Tell students that you are going to display images and you want them to think about what they are
looking at. Explain that they will then discuss their observations with a partner before sharing with the
whole group.
Display images of different multiplication strategies without numbers. For example, show skip counting as
blank lines separated by commas in a sequence. Give students time to think to themselves.
Instruct students to turn and talk to a partner about what they noticed about the images. Listen for
students to name the strategies and make the connection to multiplication. Call on volunteers to share
what they discussed with their partner.
Explicit Instruction/Teacher modeling (7 minutes)
Read aloud a student-friendly Language Objective, and explain to students that they are going to focus
on multiplication today. Share that an important foundation as a mathematician is to know the
multiplication facts. Memorizing the facts helps us have a good number sense, and it helps us with
higher-level math concepts. It helps us solve problems faster, too.
Explain that, while it is important to have the math facts memorized, it is most important to understand
the relationships between the numbers in the math facts. Tell them that they'll be using whichever
strategy they like best to solve multiplication expressions. Note that even if students have some of the
facts memorized, they are still required to show how they got their answer and be able to explain it.
Tell the class that you will be showing them how to use different strategies, many of which they saw in
the Introduction, and that you'd like them to listen to the way you explain the strategies. Have them take
out their math journals to record any words or phrases they think are important as you talk about the
strategies and solving the problem. Share that students will be in charge of choosing the vocabulary
words for today's lesson, so they should listen closely to determine which words are important.
Model thinking aloud about a multiplication expression (e.g., 3 x 6) to demonstrate what the expression
actually means. For instance, say, "This multiplication expression means that I have three groups of six. I
could have three packages with six socks in each package. That's something I can visualize and even
draw if I wanted to."
Show the class how to solve the problem with the different strategies, including skip counting, equal
groups, arrays, repeated addition, and a number line. Create an anchor chart to display throughout the
lesson with these strategies for student reference.