Beacon Lesson Plan Library

Munchy Multiplication

Mary Ann Taylor
Bay District Schools


Students will learn the concept of multiplication by putting goldfish crackers into groups, adding them up, and writing multiplication sentences to show what they have done.


The student understands and explains the effects of addition, subtraction, and multiplication on whole numbers, decimals, and fractions, including mixed numbers, and the effects of division on whole numbers, including the inverse relationship of multiplication and division.

The student selects the appropriate operation to solve specific problems involving addition, subtraction, and multiplication of whole numbers, decimals, and fractions, and division of whole numbers.


-Large construction paper goldfish
–Tape or magnets
–Enough goldfish crackers for each student to have 24
–Blue construction paper
–Notebook paper


1. Make 24 large goldfish out of yellow construction paper.
2. Buy enough goldfish crackers for each student to have 24.
3. Have tape or small magnets at the chalkboard.
4. Have enough blue construction paper, notebook paper, and pencils readily available.


1. Using tape or magnets put 4 groups of 2 goldfish on the chalkboard. Draw a circle around each pair of goldfish.

2. Ask how many goldfish are on the chalkboard altogether. Call on a volunteer to give the answer. Ask the volunteer how he/she came up with the answer 8. (Adding)

3. Write 2 + 2 + 2 + 2 =8 on the chalkboard. Tell the students there is a quicker to “add” the goldfish. It is called multiplication. Write multiplication is a quick way to add equal groups, on the chalkboard. Say 4 groups of 2 equals 8 goldfish. Write 4 x 2 = 8. Continue to do this with different amounts of groups of 2 until you’ve covered all the multiplication sentences for 2’s.

4. Give each student a piece of blue construction paper, notebook paper, and a pencil. Have students draw 12 fairly large circles on their blue construction paper.

5. Pass out 24 goldfish crackers to each child.

6. Tell the students to listen carefully to the directions. If they do, when the lesson is over, they can eat their goldfish crackers.

7. Go to the chalkboard and repeat step one. Have students copy this with their goldfish crackers on their blue construction paper.

8. Ask a volunteer what multiplication sentence you could write for this.

9. Have all the students write 4 x 2 = 8 on their papers. Continue to do this in random order until all the multiplication sentences for 2’s have been covered.

10. Have the students put their notebook paper with the multiplication sentences in their backpacks to take home to practice.

11. Pass out new pieces of notebook paper.

12. Write 5 multiplication sentences using 2’s without the answers on the chalkboard. Have the students copy them off the board onto their papers.

13. Tell the students to complete each multiplication sentence with its answer on their paper. Also, they are to write 5 different complete multiplication sentences using 2’s on their paper. They may use their goldfish crackers if needed.

14. Take up papers and check answers. 15. Let students eat their goldfish crackers!


Students who correctly answer 80% of the multiplication sentences on the chalkboard and correctly make up 80% of their own multiplication sentences will have shown mastery of this skill.


You could do the same lesson teaching multiplication sentences for 3’s, 4’s, 5’s, etc…
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