**Lesson Objective:** Students will be able to do the multiplication tables between 1 and 12.

**Lesson Opening (4)**

Place an enormous multiplication problem on the board and ask the class to solve it. Explain that as difficult as it looks, they currently have all the tools necessary to do this problem just by being able to add. Tell them that by the end of the week, we will all solve that math problem. ( 2 minutes) Write an addition and a multiplication sign on the board and explain that the similarities between the signs is indicative of similarities between the relationships. Tell them that even though they already have done multiplication, we will be doing a lot of repetition in order to make sure that they have it ingrained. Put the other teacher on the spot and drill him or her with several multiplication questions to demonstrate how quick they have to be. (2 minutes)

**Introduction of New Material (4)**

Ask students, “If we can already find the answer by adding, then why do we need to bother with multiplication?” Whether they get the answer or not, ask them what 3 + 3 + 3 + 3 + 3 is. Likely at least one student will pick it up and use multiplication. When he gets the answer correct, ask him if he added up all those numbers. Show the class that you could have done it through addition, but it would have been much slower. (4 minutes)

**Student Practice of New Material (20)**

You need a bag of candy for this one. Explain that a lot of what we will be doing is drilling them to make sure they can do multiplication quickly. Ask specific children specific multiplication tables from 1 to 12. If they get it right, throw them a piece of candy. Give them second chances and make sure that every child has a piece of candy by the end of class. (8 minutes) Explain the multiplication game, which will be in place for the rest of the week. Students line up. The first two are shown a flash card. The first one to get it moves on. Continue with the winner moving on. Go through the line twice. The maximum wins that a player can have is five and then he must sit down. Number correct will be recorded by the other teacher. (12 minutes)

**Closing (2)**

Homework: write flashcards for three digits that they find the hardest. Remind them that there is no shortcut for multiplication; it is just straight memorization. Tell them that if they have flashcards, a lot of work can be done on their own. (2 minutes)