Math Lesson Plan: Santa’s Coal Multiplication
I. Purpose:

The purpose of this lesson is for students to practice solving multiplication
problems while working with a group of people.

Math SOL’s
3.2: The student will recognize and use the inverse relationships between
addition/subtraction and multiplication/division to complete basic fact
sentences. The student will use these relationships to solve problems.
3.5: The student will recall multiplication facts through the twelves table, and
the corresponding division facts.
II. Objectives:

While playing a game in groups of three or four, the students will be able to
solve multiplication facts for 0’s, 1’s, 2’s, 5’s and 10’s with 95% accuracy; If
a student gets the question wrong, he/she can seek assistance from fellow
group members or refer to their own multiplication cards.

The students should be able to recall and state the multiplication facts for 0’s,
1’s, 2’s, 5’s and 10’s.
III. Procedure: Includes three components
a. Introduction

The students will continue to put basic multiplication facts to memory and
learn quicker or easier methods to solve multiplication problems from group
members

I will explain to the students that they will be playing a card game and that the
game will help them practice multiplication.
b. Development

I will read the “Santa’s Coal- Multiplication” game directions to students.
(students will also be given their own set of directions for when they split up
into groups)

Directions to “Santa’s Coal-Multiplication” game:
1. Object of the game is to collect ten cards before your opponents.
2. Players take turns drawing one card from the cup.
3. When a player draws a card, they find the product and announce it to
the other players. If the Player states the correct product, they keep
the card. If the player states the wrong product, they cannot keep the
card. They must put the card back in the can.
4. Watch out for Santa’s Coal! If a player draws a CoalCard, they
must put ALL cards they are holding back in the can!
5. Try to shake the can before the next player picks a card.
6. The first player to collect 7 cards is the winner!
 I will then call up two students to help me do a quick demonstration of how the
game should be played.

I will ask students if they have any questions. (Does everyone understand?
Does anyone have any questions? Were my directions clear?)
 I will then explain to students what resources they have that can help them in
solving the multiplication problems. (You have created multiplication cards you
can use. I have a calculator for each group to double check work. I also will
provide a times table chart to each group but this is to only be used if all group
members are unsure of the answer.)
 If group members are not entirely sure what the answer is they can use a
calculator to double check a solution.
 I will count off students by fours and have them choose a spot in the room to
play the game.

For students who may have difficulties: they are allowed to use their
multiplication fact index cards, the multiplication chart or ask a
friend for help if they are completely unsure of an answer.

For students who I know will master the concepts easily or already
know the information presented in the lesson: I will push them to not
use any resources and to challenge themselves.
c. Summary

While groups are finishing up their games, I will pass out a survey for
students to fill out and evaluate the activity

By looking over the surveys I can see what students thought about the activity.
IV. Materials needed for the lesson
-Santa’s Coal-Multiplication directions
-game cards
-calculator
-cup to hold game cards
-multiplication fact cards
-multiplication chart
-game survey
V. Evaluation Part A:

I will assess the students’ knowledge of the skills being reviewed by walking
around and listening to groups answer questions correctly or incorrectly.

I will also assess students’ by collecting their surveys at the end of the lesson.

The student survey will ask questions that connect to the objective (Which
multiplication facts do you find the easiest? Which multiplication facts do you
find the most challenging? Which multiplication facts do you need to practice
more?)
Please circle one.
1. Did you enjoy the activity?
Yes
No
Why or why not? Please explain.
_________________________________________________________
_________________________________________________________
2. Which multiplication facts are the easiest for you? (You can pick more than
one)
0’s
1’s
2’s
5’s
10’s
3. Which multiplication facts are the most challenging? (You can pick more
than one)
0’s
1’s
2’s
5’s
10’s
4. How could this activity be better? Please explain.
___________________________________________________________
___________________________________________________________
Please circle one.
5. Did you enjoy the activity?
Yes
No
Why or why not? Please explain.
_________________________________________________________
_________________________________________________________
6. Which multiplication facts are the easiest for you? (You can pick more than
one)
0’s
1’s
2’s
5’s
10’s
7. Which multiplication facts are the most challenging? (You can pick more
than one)
0’s
1’s
2’s
5’s
10’s
8. How could this activity be better? Please explain.
___________________________________________________________
___________________________________________________________
VI. Evaluation Part B:
Mrs. Gross’ class did meet my objectives. I know this because as I walked around
I listened to students pull cards and answer them correctly. Some groups struggled with
certain facts, while others finished the game in no time. Although students played the
game at different paces they were able to answer a majority of the multiplication
problems without using the times table chart.
Definitely, giving the class a demonstration of how the game would be played
amongst group members, made the lesson go very smoothly. I read them the directions
aloud and asked for two volunteers to draw cards as well. I purposefully drew a coal card
and explained what is supposed to happen at that point in the game.
Another component of the lesson that I feel worked well was me circulating
around the room asking groups how they were doing—getting a better idea of which
students were struggling and which found it easy—and observing students problem
solving techniques. By moving around I think it allowed students to get my assistance
when they needed.
In future lessons I would definitely attempt to replicate the classroom
management approach I used. Earlier in the semester I taught my third graders a social
studies lesson and I didn’t initially get the students respect and attention at the beginning.
Nor, at the end of that lesson, did I sum up the new information students had learned.
Thankfully my lesson did run smoothly as planned. I was very pleased. I got up
early to get to the school, make copies and set up for my lesson. This helped a lot. I was
not rushing and I was able to think things through before the class got back from P.E.
I challenged students to critically think as I walked around and made small talk
with groups. I asked some people which multiplication facts they found the easiest. I then
asked them why. Some said because they could figure it out in their head or using their
fingers. As I asked around some students found certain questions more challenging. I
then asked them why, some said because they couldn’t find a quick way to solve the
answer others struggled because they felt they needed more practice. I then asked
students why they thought certain times tables were easier or harder. By asking such
questions students practiced reasoning.
I do believe students understood the material? A majority of them were “getting
it” very few were not. Maybe one or two students, who I encouraged to use the times
table charts or use their own multiplication index cards.
Students didn’t really ask me many questions about the multiplication cards they
drew. If they did ask a question it was more in regards to the game rules and regulations.
I made sure I adequately answered their questions to ensure they fully understood the
games so that they could win! One group of students which composed of three of the
higher achieving students did ask me if there were harder cards. I then asked them which
multiples I could add to make the game more challenging for next time. I really
appreciated their questions.
For this group of students I believe using manipulatives was effective. My third
graders are used to taking notes and making observations which is great. Bringing a game
into the classroom made them excited to learn! The students did well remembering their
0’s, 1’s, 2’s, 5’s, and 10’s facts. They had group members to help them out or give them
hints and a times table chart at their disposal if they needed to check someone’s answer or
if the group absolutely couldn’t remember the answer. I also believe open-ended
questions are effective because it allows for the class to elaborate and explain their
problem solving strategies, giving me a good idea of their mathematical understanding.
If I could change the lesson to teach it again I would add multiplication facts
11’s, and 3’s which students started learning last week. It could have made the game a
little more challenging for higher achieving students. The game is unique in that you can
create your own cards by using whichever multiplication problems you see fit. I would
also probably try and have a longer group discussion at the end. I liked listening to
students explain why they thought multiplying by 2’s were easy while others thought
multiplying by 2’s were hard.