# Lesson Plan of Multiplication in Sequence 2 and 3

LESSON PLANNING OF MULTIPLICATION IN SEQUENCE IN STEPS OF 2, AND 3

Subject Mathematics

Students` Learning Outcomes

• Complete number sequence in steps of 2, 3, 4 and 10 (e.g. in steps of 2 the sequence is expressed as 2, 4, 6 …)

Information for Teachers

• By counting things in group of 2, 3, 4 … we mean a skip counting or sequence for example a skip counting or sequence of 2 is 2, 4, 6, 8… skip counting or sequence of 3 is 3, 6, 9, 12, 15, ……

• While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk / marker, duster, stones, match sticks, flashcards of numbers (three sets), 10 pictures of each bicycle, tricycle and car, chart papers

Introduction

Activity 1

• Name those vehicles which have two wheels? Like Bicycle, motor cycle, Tonga, and cart etc.

• Name those vehicles which have three wheels? Like rickshaw, tricycle etc.

• Name those vehicles which have four wheels? Like car, bus, truck etc.

• Can you tell which has more than four wheels?

Activity 2

• Divide the class into three groups.
• Provide them one set of flashcards having numbers and 10 pictures of one vehicle (bicycle, tricycle or car) to each group.
• Ask group 1 to lay down the pictures of bicycle on the table.
• Then count the number of wheels of bicycle starting from 1st picture and match the number cards accordingly like;

• Now tell the students that it is called the ‘Skip Counting of 2 or a Sequence of 2’.
• Now ask group 2 to lay down the picture of tricycle on the table.
• Then count the number of wheels of tricycle starting from 1st picture and match the Number cards accordingly like;

• Now tell the students that it is called the Skip counting of 3 or a Sequence of 3.
• Similarly by the performance of third group, students will learn the sequence of 4.

Development

Activity 1

• Ask one student to come in front of the class and raise his / her hands. Ask students how many hands he / she have?

• Other students will tell the number of hands (2)
• Ask one student to write this number on the board.
• Ask another student to stand up with the first and raise his hands too.

• Remaining students will tell the number of hands of two students. (4)
• Ask another student to write ‘4’ on the board to the right side of ‘2’.
• The 3rd student will stand up and raise his hands.

• The remaining students will tell the number of hands of three students. (6).
• One student will write “6” on board to the right side of 4.
• Similarly when 10th student will stand up, the counting will be ‘20’.

• The number on the board will be written as;

• It is called the sequence of 2.

Activity 2

• Write the following sequences on the board.
• Like as 2, 4, ___, ___, 10, _____, ____, _____, ____, 20.

3, _____, _____, 12, ___, ___, 21, ____,

4, 8, ____, 16, ____24, _____,

5, ___, ___, 20, ___, ___, 35, ____,

10, 20, ____, ___, 50, ___, ___, 80,

• Ask the students to complete the number sequence on their note books.
• Observe their work and help them where necessary.
• Explain the concept with the help of students on the board.

Sum up / Conclusion

• Sum up the concept of sequences of 2, 3, 4, 5 and 10 by giving some examples.

Assessment

• Write counting up to ‘50’ in five`s.

• Write the sequence of 10 up to 100.

• Bunny is jumping in 4s, count in 4s and fills the missing numbers: 16, ___, 24, 28, ___, ___, 40, ___, ___,

• Ask them to prepare counting table up to ‘100’ in their notebook and encircle every ‘2nd’ number in yellow, every 5th number in blue and find how many have a new colour (green).

• Ask the students to solve the questions given in their textbook.