First Steps Multiplying

Overview

This 45-minute lesson introduces Year 1 students to the concept of multiplication as repeated addition, carefully aligned with the National Curriculum for England (Mathematics programmes of study: Number – multiplication and division). The lesson uses engaging visuals, physical activities, and key vocabulary to help embed understanding for 30 learners aged 5-6 years.

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National Curriculum Links

Year 1 – Number: multiplication and division

• Count in multiples of twos, fives and tens
• Solve one-step problems involving multiplication
• Understand multiplication as repeated addition

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Understand multiplication as repeated addition.
• Count in twos using objects and visuals.
• Use key vocabulary related to multiplication confidently.
• Solve simple practical problems involving multiplication.

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Key Vocabulary

• Multiply / Multiplication
• Groups
• Sets
• Times (e.g., “2 times 3”)
• Addition
• Count

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Resources

• Visual flashcards of groups of objects (e.g., 2 apples in a group)
• Counting cubes or counters (enough for each child to have 10+)
• Large number line (0 to 20) on the wall or floor
• Whiteboard and coloured markers
• Printable worksheet with pictures of grouped objects (for assessment)

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Lesson Structure

1. Starter: Counting in Twos (10 minutes)

• Gather children around the number line display.
• Display visual cards showing 2 objects in each group (e.g., 2 pencils, 2 apples).
• Model counting aloud in twos: “2, 4, 6, 8...” while pointing at each group.
• Invite children to count along together, using their fingers or clapping.
• Use counting cubes: children take two cubes at a time, counting up the total.
• Recap vocabulary: “What does it mean to count in twos? How many groups of two do we have here?”

2. Main Activity: Introducing Multiplication as Repeated Addition (15 minutes)

• Draw a simple picture on the whiteboard of 3 groups of 2 apples each.
• Write the repeated addition under it: 2 + 2 + 2 = 6.
• Explain: “Multiplication means finding out how many objects there are if we have groups of the same size.”
• Introduce the multiplication sentence: “3 times 2 equals 6” and write 3 × 2 = 6.
• Use counters to create 3 groups of 2. Let children physically move coins/counters to make groups.
• Encourage children to say the repeated addition and the multiplication sentence together.
• Repeat with 4 groups of 2, then 5 groups of 2.

3. Paired Practical Work (10 minutes)

• Children work in pairs with counters.
• Each pair makes their own groups of 2 counters (different numbers of groups).
• Ask children to write the repeated addition and multiplication sentence in their books or on mini whiteboards.
• Teacher circulates, prompts use of vocabulary, and checks understanding.

4. Plenary: Visual and Verbal Recap (7 minutes)

• Gather students back on the carpet.
• Show flashcards with different groups of objects and ask for quick multiplication sentences, e.g., “How many groups? How many in each group? What is the total?”
• Call on different children to demonstrate counting in twos, writing the addition and multiplication.
• Reinforce vocabulary: “We multiplied, which means repeated adding. Well done!”

5. Assessment & Reflection (3 minutes)

• Hand out a simple worksheet with pictures of grouped objects (e.g., 4 groups of 2 balls).
• Children write the repeated addition and multiplication sentence.
• Collect to assess understanding of multiplication as repeated addition.
• Use quick thumbs up/down for confidence check: “Do you feel happy about multiplication today?”

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Differentiation

• Support: Use larger counters or fingers to count, repeat steps more slowly, provide sentence starters ("___ groups of ___ equals ___").
• Challenge: Try groups of 3 or use “count in fives” to extend understanding. Include word problems like “If I have 3 baskets with 2 apples each, how many apples?”

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Wow Factor – Visual and Physical Engagement

• The use of colourful groupings and counters makes the abstract concept tangible.
• Counting in twos physically using cubes and large number lines allows movement and multisensory learning, catering to kinaesthetic learners.
• Encouraging children to verbalise the process with rich vocabulary develops verbal reasoning skills early on.

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Summary

This lesson lays a crucial foundation in understanding multiplication as repeated addition through hands-on activities, clear visuals, and embedded National Curriculum objectives. The engaging, scaffolded approach ensures all children start their multiplication journey with confidence and clarity.