### Lesson plan

# Number Line Multiplication

#### Learning Objectives

Students will be able to use number lines as a strategy to multiply two single-digit factors.

#### Introduction

*(5 minutes)*

- Review skip counting on number lines (see resources for skip counting practice if needed).
- Explain, "Today we are going to learn how to use a number line to multiply two numbers and find a product."

#### Explicit Instruction/Teacher modeling

*(7 minutes)*

- Write a multiplication problem on the board, like
**3 x 6**. - Draw an arrow to each number and label them
**factor**. Explain, "The numbers that we multiply are called factors." - Tell students, "To solve this, we need to make three groups of six."
- Display or draw a blank number line that goes from 0 to 20.
- Draw a “jump” from 0 to 6 on the number line and explain, "this is one group of six. I need to make 3 jumps of 6 to find the product of
**3 x 6**." - Draw two more jumps and circle the number 18. Explain, "this is the
**product**, or the answer to the multiplication problem three times six.

#### Guided Practice

*(8 minutes)*

- Write another problem on board, like
**4 x 5**. - Display or draw a blank number line that goes from 0 to 20.
- Before solving, have students talk with a partner to determine the number of jumps and the distance of each jump.
- Invite a student to come draw on the number line to find the product.
- Hand out blank number number lines.
- Write a problem on the board (i.e.
**2 x 7**) and have students use their number lines and work with a partner to solve.

#### Independent working time

*(15 minutes)*

- Write five more problems on the board. Have students solve them independently on their number lines.
- When finished, invite a few students to share their number lines with the class.

#### Differentiation

**Support:**

- Provide a partially completed number line and have students complete the remaining jumps.
- Review skip counting with number lines (see resources).

**Enrichment:**

- Have students make two different number lines that show the same multiplication problem (i.e.
**7 x 8**and**8 x 7**; commutative property of multiplication).

#### Assessment

*(10 minutes)*

- Hand out a half-length sentence strip to each student.
- Have students count off to six.
- Assign each number a multiplication problem (i.e. if you are a five, find the product of
**8 x 4**). Write the assigned problems on the board for student reference. - Instruct students to draw a number line for their assigned problem on their sentence strip using pencil. Then have them trace over with marker when they are finished.
- Collect and check for understanding.
- Optional: Display student number lines to the class.

#### Review and closing

*(5 minutes)*

- Ask and discuss, "How can a number line help us understand multiplication? How is using a number line similar to repeated addition?"