Multiplication and Division Basic Math Packet JULY 2010

MultiplicationandDivision
BasicFactStrategies
OfficeofElementaryEducation
20102011
WashingtonCountyPublicSchools
20102011
TableofContents
Page
BasicFactPhilosophy
ProgramOverview
FactRemediationforUpperGradeStudents
DescriptionofMultiplicationMathFactStrategies
StrategyOverview
ParentLetter:DescriptionofStrategies
FactStrategyAssessments:Multiplication&Division
ClassroomAssessmentRecordingSheet
Multiplication:TwosFacts(Doubling)
Multiplication:FivesFacts
Multiplication:OnesFacts
Multiplication:ZerosFacts
Multiplication:NinesFacts
Multiplication:HelpingFacts
Multiplication:HelpingFactsx3
InternetSitesforStrategicFactsPractice
MultiplicationMixedPractice:allstrategiesmixedoneachgame
Multiplication:ChildrensLiterature
DivisionFactAcquisition
TypesofDivision
FactStrategyAssessments:Division
ClassroomAssessmentRecordingSheet:Division
DivisionIntroductoryLessons
Division:TwosFacts
Division:FivesFacts
Division:ZerosandOnesFacts
Division:NinesFacts
Division:HelpingFacts
Division:Gamesforallstrategies:onestrategypergame
Division:Spinners
Division:MixedPractice:allstrategiesmixedineachgame
Division:ChildrensLiterature
Appendix
DivisionFlashCards
3
5
6
7
9
11
16
21
31
55
85
103
117
137
143
147
157
173
183
193
195
217
220
221
222
223
229
249
257
261
273
281
291
312
321
327
329
331
20102011
BasicFactPhilosophy
Masteryofbasicfactsmeansthatachildcangiveaquickresponse(inabout3seconds)withoutresortingto
nonefficientmeans,suchascounting.
Allchildrenareabletomasterthebasicfactsincludingchildrenwithlearningdisabilities.Childrensimply
needtoconstructefficientmentaltoolsthatwillhelpthem.
ThefollowinginformationonfactsisanexcerptfromTeachingStudentCenteredMathematicsbyJohnVande
Walle:
DevelopmentofEfficientStrategies
Anefficientstrategyisonethatcanbedonementallyandquickly.Theemphasisisonefficient.Ifdrillis
undertakenwhencountingistheonlystrategyavailable,theresultisfastercounting.
TwoApproachestoFactStrategies
1. Planlessonsorshortactivitiesthatpromotedevelopmentofspecificstrategies.Therearetwobasic
typesoflessonssuggestedforthispurpose.
Usesimplestoryproblemsdesignedsothatstudentsaremostlikelytodevelopastrategyas
theysolveit.Theseareworthwhiletasksthatdonotrequireafullperiodtodoanddiscuss.
Rathmell,Leutzinger,andGabriele(2000)suggestasimplestoryproblemanddiscussionina5
to10minuteperiodtostarteveryday.Teachersreportthatstudentsdevelopanduseavariety
ofeffectivestrategiesformasteringbasicfacts.Inthediscussionofthesesolutionmethods,
youcanfocusattentiononthemethodsothershavedeveloped.
Amoredirectapproachistoplanalessonthatiscenteredonaspecialcollectionoffactsfor
whichaparticulartypeofstrategyisappropriate.Theteachercanfacilitatediscussion
regardinghowthefactsmaybealikeinsomeway.Theteachercouldalsosuggestanapproach
andseeifstudentsareabletoapplyittosimilarfacts.
Thereisahugetemptationsimplytotellstudentsaboutastrategyandthenhavethempracticeit.Though
thiscanbeeffectiveforsomestudents,manyotherswillnotpersonallyrelatetoyourideasormaynotbe
readyforthem.Continuetodiscussstrategiesinventedinyourclassandplanlessonsthatencourage
strategies.
DrillofEfficientMethodsandStrategySelection
Practicereferstoproblembasedactivitiesinwhichstudentsareencouragedtodevelop(invent,consider,
trybutnotmaster)flexibleandusefulstrategiesthataremeaningful.Thetypesoflessonsjustdescribedcan
bethoughtofaspracticelessons.Whetherfromstoryproblemsorfromconsiderationofacollectionof
similarfacts,studentsarewrestlingwiththedevelopmentofstrategiesthattheycanusethemselves.
Drillreferstorepetitivenonproblembasedactivity.Drillactivityisappropriateforchildrenwhohavea
strategythattheyunderstand,like,andknowhowtousebuthavenotyetbecomefacilewithit.Drillwithan
inplacestrategyfocusesstudentsattentiononthatstrategyandhelpstomakeitmoreautomatic.
Drillplaysasignificantroleinfactmastery,andtheuseofoldfashionedmethodssuchasflashcardsandfact
gamescanbeeffectiveifusedwisely.
20102011
AvoidPrematureDrill
Itiscriticalthatyoudonotintroducedrilltoosoon.Supposethatachilddoesnotknowthe9+5factandhas
nowaytodealwithitotherthantocountfingersorusecounters.Theseareinefficientmethods.Premature
drillintroducesnonewinformationandencouragesnonewconnections.Itisbothawasteoftimeand
frustratingtothechild.Drillshouldonlybeusedwhenanefficientstrategyisinplace.
OverviewoftheApproach
Foreachparticularstrategy,fromdevelopmenttoeventualdrill,whenthestrategyiswellunderstood,the
generalapproachforinstructionisverysimilar.
MakeStrategiesExplicitintheClassroom
Ashasbeendiscussed,yourstudentswilldevelopstrategiesastheysolvewordproblemsorasthey
investigateacategoryoffactsyoupresent.Whenastudentsuggestsanewstrategy,becertainthateveryone
elseintheroomunderstandshowitisused.Youcanaskanotherstudenttoexplainwhatthestudenthasjust
sharedwiththeclass.Thisrequiresstudentstoattendtoideasthatcomefromtheirclassmates.Then,
explorewiththeclasstoseewhatotherfactswouldworkwiththestudentssuggestedstrategy.
Dontexpecttohaveastrategyintroducedandunderstoodwithjustonewordproblemoroneexposuresuch
asthis.Tryonseveralsuccessivedaysproblemsinwhichthesametypeofstrategymightbeused.Children
needlotsofopportunitiestomakeastrategytheirown.Manychildrenwillsimplynotbereadytouseanidea
thefirstfewdays,andthenallofthesuddensomethingwillclickandausefulideawillbetheirs.
Itisagoodideatowritenewstrategiesontheboardormakeaposterofstrategiesstudentsdevelop.Give
thestrategiesnamesthatmakesense.(Doublesandaddononemoreset.Helensidea.Usewith3s.Include
anexample.)
Nostudentshouldbeforcedtoadoptsomeoneelsesstrategy,buteverystudentshouldberequiredto
understandstrategiesthatarebroughttothediscussion.
DrillEstablishedStrategies
Whenyouarecomfortablethatchildrenareabletouseastrategywithoutrecoursetophysicalmodelsand
thattheyarebeginningtouseitmentally,itistimetodrillit.Youmighthaveasmanyastendifferent
activitiesforeachstrategyorgroupoffacts.Filefolderorboxedactivitiescanbeusedbychildrenindividually,
inpairs,oreveninsmallgroups.Withalargenumberofactivities,childrencanworkonstrategiesthey
understandandonthefactsthattheyneedthemost.
Flashcardsareamongthemostusefulapproachestofactstrategypractice.Foreachstrategy,makeseveral
setsofflashcardsusingallthefactsthatfitthatstrategy.Onthecards,youcanlabelthestrategyoruse
drawingsorcuestoremindthechildrenofthestrategy.
TextfromTeachingStudentCenteredMathematicsGradesK3,JohnVanDeWallePages9498
ProgramOverview
20102011
Thestructureoftheprogramisbasedonahierarchyofteachinggroupsoffacts.Theinstructionshould
followtheconcretepictorialabstractmodel.Forstudentswhodonothavestrongnumbersense,beginning
withconcreteexperiencesisessential.Asthestudentsnumbersenseincreases,theactivitiesmovefrom
concretetopictorialandthentoabstract.
Researchshowsthatthemosteffectivewayforstudentstolearnthebasicfactsistoarrangethefactsinto
groups.Eachgroupcontainscenters/activities(whichmovethroughtheconcretepictorialabstractstagesof
learning)tohelpstudentslearnallofthefactsinthatgroup.Theorderinwhichthegroupsaretaughtisof
greatimportance.Thethinkinginvolvedinlearningonegroupoffactsisaprerequisitetolearningthenext
group.
Beforebeginningtheinstructionofmultiplicationfacts,itisimperativethatstudentscompletelyunderstand
thecommunicativeproperty.(Ifneeded,pleaseseepage66,figure2.16inVandeWalleforfurther
clarification.)
Also,pleasebemindfulthatthestrategiespresentedarejustsuggestions,notrules,andthatthemostgeneral
approachwithchildrenistohavethemdiscusswaysthattheycanusetothinkoffactseasily.
Thisbookletisdividedinto2mainsections(MultiplicationandDivision)withgroupsandsubsectionsbelow
each.SeetheTableofContentsformoreinformation.
20102011
FactRemediationwithUpperGradeStudents
Studentswhohavenotmasteredtheirbasicfactsbythefifthgradeareinneedofstrategicinstructionother
thanmoredrill.Theyhavecertainlyseenandpracticedfactscountlesstimesinpreviousgrades.Thereisno
reasontobelievethatthedrillsyouprovidewillsomehowbemoreeffectivethanlastyears.Thesestudents
needsomethingbetter.Thefollowingkeyideascanguideyoureffortstohelptheseolderstudents.
1. Recognizethatmoredrillwillnotwork.VandeWalledefinesdrillasrepetitive,non
problembasedexercisesdesignedtoimproveskillsorproceduresalreadyacquired(Elementary
andMiddleSchoolMathematics,7thedition).Studentsfactdifficultiesareduetoafailureto
developortoconnectconceptsandrelationships,notalackofdrill.Atbest,moredrillwillprovide
temporaryresults.Atworst,itwillcausenegativeattitudesaboutmathematics.
2. Inventorytheknownandunknownfactsforeachstudentinneed.Findoutfromeach
studentwhatfactsareknownquicklyandcomfortablyandwhicharenot.Fifthandsixthgrade
studentscandothisdiagnosisforyou.Providesheetsofallfactsforoneoperationinrandom
orderandhavethestudentscirclethefactstheyarehesitantaboutandanswerallothers.Suggest
thatfingercountingormakingmarksinthemarginisnotpermitted.
3. Diagnosestrengthsandweaknesses.Findoutwhatstudentsdowhentheyencounterone
oftheirunknownfacts.Dotheycountontheirfingers?Addupnumbersinthemargins?Guess?
Trytousearelatedfact?Writedowntimestables?Aretheyabletouseanyoftherelationships
thatmightbehelpful?Someofthisyoumaybeabletoaccomplishbyhavingstudentswriteabout
howtheyapproachtwoorthreespecificfacts.Moreefficiently,youshouldconducta15minute
diagnosticinterviewwitheachstudentinneed.
4. Providehope.Childrenwhohaveexperienceddifficultywithfactmasteryoftenbelievethat
theycannotlearnfactsorthattheyaredoomedtofingercountingforever.Letthesechildren
knowthatyouwillhelpthemandthatyouwillprovidesomenewideasthatwillhelpthemaswell.
5. Buildinsuccess.Asyoubeginawelldesignedfactprogramforachildwhohasexperienced
failure,besurethatsuccessescomequicklyandeasily.Beginwitheasystrategies,andintroduce
onlyafewnewfactsatatime.Evenwithpurerotedrill,repetitiveexposuretofivefactsinthree
dayswillprovidemoresuccessthanintroducing15factsinaweek.Successbuildssuccess!With
strategiesasanaddedassist,successcomesevenmorequickly.Pointouttochildrenhowone
idea,onestrategy,isallthatisrequiredtolearnmanyfacts.Usefactchartstoshowwhatsetof
factsyouareworkingon.Itissurprisinghowthechartquicklyfillsupwithmasteredfacts.Keep
reviewingnewlylearnedfactsandthosethatwerealreadyknown.
20102011
DescriptionofMultiplicationMathFactStrategies
DoublesFacts:Thesearefactsthathave2asafactorandareequivalenttotheadditiondoubles(e.g.,7+7)
andshouldalreadybeknownbystudentswhoknowtheiradditionfacts.Themajorproblemisrealizingthat
notonlyis2x7double7,butsois7x2.
FiveFacts:Thisgroupconsistsofallfactswith5asthefirstorsecondfactor.
ZerosandOnes:Thirtysixfactshaveatleastonefactorthatiseither0or1.Thesefacts,thoughapparently
easy,tendtogetconfusedwithrulesthatsomechildrenlearnedforaddition.Aboveallelse,avoidrules
thatsoundarbitraryandwithoutreasonsuchasAnynumbermultipliedbyzeroiszero.Wellbeusingstory
problemstohelpstudentdevelopunderstandingforthesefacts.
BuildingDownandBuildingUp
NiftyNines:Factswithafactorof9includethelargestproductsbutcanbeamongtheeasiesttolearn.Three
patternsareusefulformasteringthenines:
1) Thetensdigitoftheproductisalwaysonelessthantheotherfactor(theoneotherthan9).
2) Thesumofthe2digitsintheproductisalways9.
3) Useyour10fingersasatool.Forsingledigitmultiplicationwealwaysmarkthenumberbyfoldingthe
fingerdownasamarker(referredtoasthespacebetweenthedigits).Inthisexample3x9,the
thirdfingerwasbent.Sotheanswertothefirstdigitisthe#offingersbeforethebendwhichis2and
theseconddigitisthe#offingersafterthebendwhich7,thereforetheanswerfor3x9is27.
SixFacts:Buildontheknownfactsof5andthink:
_x6isonly_morethan_x5(fillinblankwithsamefactor)
Forexample:
2x6isonly2morethan2x5
HelpingFacts:Thereareonly15remainingfactstolearnafterthepreviousfactshavebeenmastered.
DoubleandDoubleAgain:(FoursFacts)Thisapproachisapplicabletoallfactswith4asoneofthe
factors.For4x8,double8andthendouble16toget32.
DoubleandOneMoreSet:(ThreesFacts)Thisapproachisawaytothinkoffactswithonefactorof3.
Withanarrayorasetpicture,thedoublepartcanbecircled,anditisclearthatthereisonemoreset.
Twofactsinthisgroupinvolvedifficultmentaladditions.
HalfThenDouble:(SevensFacts)Thisapproachcanbeusedifeitherfactoriseven.Selecttheeven
factorandcutitinhalf.Ifthesmallerfactisknown,thatproductisdoubledtogetthenewfact.(For6
x7,halfof6is3.3x7is21.Double21is42.)
20102011
AddOneMoreSet:(SixesFacts)Manychildrenprefertogowithafactthatiscloseandthenadd
onemoresettothisknownfact.Forexample,thinkof6x7as6sevens.5sevensisclose:Thats35.
6sevensisonemoreseven,or42.
Whenusing5x8tohelpwith6x8,thesetlanguage6eightsisveryhelpfulinrememberingtoadd8
moreandnot6more.
TextfromTeachingStudentCenteredMathematicsGradesK3,JohnVanDeWalle
20102011
StrategiesOverview
20102011
20102011
MultiplicationFactStrategyHundredsChart
Multiplicationfactsshouldbemasteredbyrelatingnewfactstoexistingknowledge(addition,
subtraction,skipcounting,etc).Thechartbelowshowsthestrategythatrelatestoeach
multiplicationproblem.RefertoVandeWallepages8893formoreinformation.
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Zeros
Fact
Ones
Fact
Twos
Fact
Ones
Fact
Ones
Fact
Ones
Fact
Ones
Fact
Ones
Fact
Ones
Fact
Ones
Fact
Zeros
Fact
Twos
Fact
Twos
Facts
Twos
Fact
Twos
Fact
Twos
Fact
Twos
Fact
Twos
Fact
Twos
Fact
Twos
Fact
Zeros
Fact
Ones
Fact
Twos
Fact
Helping
Fact
Helping
Fact
Fives
Fact
Helping
Fact
Helping
Fact
Helping
Fact
Nines
Fact
Zeros
Fact
Ones
Fact
Twos
Fact
Helping
Fact
Helping
Fact
Fives
Fact
Helping
Fact
Helping
Fact
Helping
Fact
Nines
Fact
Zeros
Fact
Fives
Fact
Twos
Fact
Fives
Fact
Fives
Fact
Fives
Fact
Fives
Fact
Fives
Fact
Fives
Fact
Fives
Fact
Zeros
Fact
Ones
Fact
Twos
Fact
Helping
Fact
Helping
Fact
Fives
Fact
Helping
Fact
Helping
Fact
Helping
Fact
Nines
Fact
Zeros
Fact
Ones
Fact
Twos
Fact
Helping
Fact
Helping
Fact
Fives
Fact
Helping
Fact
Helping
Fact
Helping
Fact
Nines
Fact
Zeros
Fact
Ones
Fact
Twos
Fact
Helping
Fact
Helping
Fact
Fives
Fact
Helping
Fact
Helping
Fact
Helping
Fact
Nines
Fact
Nines
Fact
Nines
Fact
Twos
Fact
Nines
Fact
Nines
Fact
Fives
Fact
Nines
Fact
Nines
Fact
Nines
Fact
Nines
Fact
10
20102011
DearParents,
Intheweekstocome,ourclasswillbefocusingonlearningourmultiplicationanddivisionmathfacts.
Iwantedtomakeyouawareofsomeofthestrategieswewillbeusingsothatyoucanhelpto
reinforcethesesamestrategiesathome.
1. DoublesFactsthathave2asafactorareequivalenttotheadditiondoublesandshould
alreadybeknowbystudentswhoknowtheiradditionfacts.Themajorproblemisrealizing
thatnotonlyis2x7double7,butsois7x2.Parentscanhelpbymakingflashcardswiththe
relatedadditionfactorusetheworddoubleasacue.
2. FiveFactsThisgroupconsistsofallfactswith5asthefirstorsecondfactor.Parentscanhelp
childrenbypracticingcountingbyfivestoatleast45.
3. ZerosandOnesThirtysixfactshaveatleastonefactorthatiseither0or1.Thesefacts,
thoughapparentlyeasy,tendtogetconfusedwithrulesthatsomechildrenlearnedfor
addition.Wellbeusingstoryproblemstohelpstudentdevelopunderstandingforthesefacts.
4. BuildingDownandBuildingUp
SixFactsBuildontheknownfactsof5andthink:_x6isonly_morethan_x5(fillinblank
withsamefactor)
Forexample:
NiftyNinesFactswithafactorof9includethelargestproductsbutcanbeamongtheeasiest
tolearn.Threepatternsareusefulformasteringthenines:
Thetensdigitoftheproductisalwaysonelessthantheotherfactor(theoneother
than9).
Thesumofthe2digitsintheproductisalways9.
Useyour10fingersasatool.Forsingledigitmultiplicationwealwaysmarkthe
number by folding the finger down as a marker (referred to as the space

between the digits). In this example 3 x 9, the third finger was bent. So the
answer to the first digit is the # of fingers before the bend which is 2 and the
seconddigitisthe#offingersafterthebendwhich7,thereforetheanswerfor
3x9is27.
11
20102011
5. Helping Facts There are only 15 remaining facts to learn after the previous facts have been
mastered.
DoubleandDoubleAgainThisapproachisapplicabletoallfactswith4asoneofthefactors.
For 4 x 8, double 8 and then double the result (16) to get a product of 32. Many children
prefer to go with a fact that is close and then add one more set to this know fact. For
example,thinkof6x7as6sevens.Fivesevensisclose:Thats35.Sixsevensisonemore
seven,or42.Whenusing5x8tohelpwith6x8,thesetlanguage6eightsisveryhelpfulin
rememberingtoadd8moreandnot6more.
Divisionfactsprovetobemoredifficultthanmultiplication.
DivisionasThinkMultiplicationThemainstrategythatwillbeusedwithdivisionfactsisdivision
asthinkmultiplication.Whendoneinthisthinkmultiplicationmanner,thechildusesknown
multiplicationfactstofindtheanswer.Whenyourchildsees25 5,youwantthemtothink
spontaneously,Fivetimeswhatequals25?.
Ifyouhaveanyquestions,pleasefeelfreetocontactme.Ilookforwardtoworkingwithyouand
yourchildonthisnewandexcitingadventure!
Sincerely,
InformationfromTeachingStudentCenteredMathematicsGrades,
JohnVanDeWalle
12
20102011
DearParents,
Wearecontinuingtopracticeourmultiplicationanddivisionmathfactsinourclassroom.I
haveassessedallofthestudentstodeterminetheirleveloffactmastery.WhenIusetheterm
masterythatsimplymeansthatstudentsareabletoproduceananswerforthatparticularfactin
lessthan3seconds.Iwillbesendinghomeactivitiestosupportyourchildsindividualfactlevel.
Pleaseusetheseactivitiesaspartofyourfactpracticeeachnight.Attheendofeachweekyour
studentswilltakeaquickassessmentwhichwilldetermineifhe/sheisabletomovetothenextlevel.
Thestrategiesthatwewillbeusingarelistedbelow:
(M)Mastered
(C)Currently
Workingon
StrategyMultiplication
Doubles:Factsthathave2asafactorareequivalenttotheadditiondoublesandshouldalreadybe
knowbystudentswhoknowtheiradditionfacts.Themajorproblemistorealizethatnotonlyis2x7
double7,butsois7x2.Parentscanhelpbymakingflashcardswiththerelatedadditionfactor
worddoubleasacue.
FiveFacts:Thisgroupconsistsofallfactswith5asthefirstorsecondfactor.Parentscanhelp
ZerosandOnes:Thirtysixfactshaveatleastonefactorthatiseither0or1.Thesefacts,though
apparentlyeasy,tendtogetconfusedwithrulesthatsomechildrenlearnedforaddition.Wellbe
usingstoryproblemstohelpstudentdevelopunderstandingforthesefacts.
NiftyNines:Factswithafactorof9includethelargestproductsbutcanbeamongtheeasiestto
learn.Threepatternsareusefulformasteringthenines:
Thetensdigitoftheproductisalwaysonelessthantheotherfactor(theoneotherthan
9).
Usingyour10fingersasatool.Forsingledigitmultiplicationwealwaysmarkthenumber
byfoldingthefingerdownasamarker(referredtoasthespacebetweenthedigits).In
thisexample3x9,thethirdfingerwasbent.Sotheanswertothefirstdigitisthe#of
fingersbeforethebendwhichis2andtheseconddigitisthe#offingersafterthebend
which7,thereforetheanswerfor3x9is27.
HelpingFacts:Thereareonly15remainingfactstolearnafterthepreviousfactshavebeen
mastered.Usestrategiessuchasbuildup,builddown,doubleanddoubleagain,etc
13
20102011
(M)Mastered
(C)Currently
Workingon
DivisionasThinkMultiplication:Themainstrategythatwillbeusedwithdivisionfactsisdivisionas
thinkmultiplication.Whendoneinthisthinkmultiplicationmanner,thechildusesknown
DivisionasThinkMultiplicationforDoubles
DivisionasThinkMultiplicationforFives
DivisionasThinkMultiplicationforZerosandOnes
DivisionasThinkMultiplicationforNines
DivisionasThinkMultiplicationforHelpingFacts
Thankyouforyoursupportinthisarea.
Sincerely,
14
20102011
FactStrategyAssessments
Theattachedfactstrategyassessmentsandstudenttrackingchartweredevelopedsothatteacherscan
diagnosiswhichstrategiesthestudentshavemasteryofandwhichstrategiesstillneedtobeexplored.
Theseassessmentsshouldnotbeusedaspracticesheets.Theyshouldbeusedsparinglyonlytodiagnosisthe
strategiesthatstudentshaveandhavenotmastered.
Eachfactstrategyassessmentcontains10questions.Studentsshouldhave3secondstoanswereach
question,foratotalof30secondspertenquestionassessment.
Ifthereisanydefensiblepurposeforatimedtestofbasicfactsitmaybefordiagnosistodeterminewhich
combinationsaremasteredandwhichremaintobelearned.
TeachingStudentCenteredMathematics
JohnA.VanDeWalle
Page119
15
Student:__________________________
20102011
Date:_________________
(1)TwosFacts
(2)FivesFacts
Writetheanswersasfastasyoucan.
82=____
29=____
54=____
15=____
12=____
62=____
95=____
56=____
22=____
32=____
58=____
35=____
25=____
24=____
45=____
75=____
42=____
72=____
55=____
52=____
(3)ZerosandOnesFacts
(4)NinesFacts
11=____
05=____
9x6=____
4x9=____
71=____
30=____
2x9=____
5x9=____
16=____
00=____
9x7=____
9x8=____
91=____
07=____
9x9=____
3x9=____
14=____
20=____
9x1=____
9x0=____
16
20102011
(5)HelpingFacts
(6)TwosFacts
3x3=____
3x8=____
62=___
182=___
4x7=____
8x4=____
21=___
147=___
6x6=____
7x6=____
42=___
63=___
7x8=____
7x7=____
168=___
82=___
8x6=____
8x8=____
122=___
162=___
(7)FivesFacts
(8)ZerosandOnesFacts
205=____
51=____
102=____
305=____
355=____
255=____
204=____
153=____
459=____
55=____
31=____
05=____
91=____
03=____
61=____
06=____
66=____
08=____
71=____
01=____
17
20102011
(9)NinesFacts
(10)HelpingFacts
459=____
637=____
243=____
217=____
182=____
819=____
328=____
244=____
546=____
99=____
426=____
183=____
729=____
273=____
568=____
497=____
369=____
549=____
284=____
648=____
18
20102011
DearParents,
Wearecontinuingtopracticeourmultiplicationanddivisionmath
factsinourclassroom.Ihaveassessedallofthestudentstodeterminetheir
leveloffactmastery.WhenIusethetermmasterythatsimplymeansthat
studentsareabletoproduceananswerforthatparticularfactinlessthan3
seconds.Iwillbesendinghomeactivitiestosupportyourchildsindividual
factlevel.Pleaseusetheseactivitiesaspartofyourfactpracticeeachnight.
Attheendofeachweekyourstudentswilltakeaquickassessmentwhichwilldetermineifhe/sheis
abletomovetothenextlevel.
Thestrategiesthatwewillbeusingarelistedbelow:
(M)Mastered
(C)Currently
Workingon
StrategyMultiplication
Doubles:Factsthathave2asafactorareequivalenttotheadditiondoublesandshouldalreadybe
knownbystudentswhoknowtheiradditionfacts.Themajorproblemistorealizethatnotonlyis2
x7double7,butsois7x2.Parentscanhelpbymakingflashcardswiththerelatedadditionfactor
worddoubleasacue.
FiveFacts:Thisgroupconsistsofallfactswith5asthefirstorsecondfactor.Parentscanhelp
ZerosandOnes:Thirtysixfactshaveatleastonefactorthatiseither0or1.Thesefacts,though
apparentlyeasy,tendtogetconfusedwithrulesthatsomechildrenlearnedforaddition.Wellbe
usingstoryproblemstohelpstudentdevelopunderstandingforthesefacts.
NiftyNines:Factswithafactorof9includethelargestproductsbutcanbeamongtheeasiestto
learn.Threepatternsareusefulformasteringthenines:
Thetensdigitoftheproductisalwaysonelessthantheotherfactor(theoneotherthan
9).
HelpingFacts:Thereareonly15remainingfactstolearnafterthepreviousfactshavebeen
mastered.Usestrategiessuchasbuildup,builddown,doubleanddoubleagain,etc
19
20102011
(M)Mastered
(C)Currently
Workingon
DivisionasThinkMultiplication:Themainstrategythatwillbeusedwithdivisionfactsisdivisionas
thinkmultiplication.Whendoneinthisthinkmultiplicationmanner,thechildusesknown
DivisionasThinkMultiplicationforDoubles
DivisionasThinkMultiplicationforFives
DivisionasThinkMultiplicationforZerosandOnes
DivisionasThinkMultiplicationforNines
DivisionasThinkMultiplicationforHelpingFacts
Thankyouforyoursupportinthisarea.
Sincerely,
20
20102011
ClassroomRecordingSheetMultiplication&Division
10
DivisionNinesFacts
DivisionFivesFacts
DivisionHelpingFacts
DivisionOnes&ZeroFacts
DivisionTwosFacts
HelpingFacts
NinesFacts
Student
FivesFacts
TwosFacts
Ones&ZeroFacts
21
20102011
AlternateSetof
Multiplication/Division
Assessments
Timing:3secondsperquestion
22
20102011
Name:__________________________________
Name:__________________________________
TwosFacts
TwosFacts
23=____
29=____
23=____
29=____
82=____
62=____
82=____
62=____
12=____
32=____
12=____
32=____
22=____
24=____
22=____
24=____
27=____
28=____
27=____
28=____
92=____
26=____
92=____
26=____
42=____
72=____
42=____
72=____
21=____
21=____
Name:__________________________________
Name:__________________________________
TwosFacts
TwosFacts
23=____
29=____
23=____
29=____
82=____
62=____
82=____
62=____
12=____
32=____
12=____
32=____
22=____
24=____
22=____
24=____
27=____
28=____
27=____
28=____
92=____
26=____
92=____
26=____
42=____
72=____
42=____
72=____
21=____
21=____
23
20102011
Name:__________________________________
Name:__________________________________
FivesFacts
FivesFacts
54=____
15=____
54=____
15=____
25=____
56=____
25=____
56=____
59=____
58=____
59=____
58=____
55=____
75=____
55=____
75=____
51=____
53=____
51=____
53=____
85=____
95=____
85=____
95=____
57=____
52=____
57=____
52=____
35=____
65=____
35=____
65=____
45=____
45=____
Name:__________________________________
Name:__________________________________
FivesFacts
FivesFacts
54=____
15=____
54=____
15=____
25=____
56=____
25=____
56=____
59=____
58=____
59=____
58=____
55=____
75=____
55=____
75=____
51=____
53=____
51=____
53=____
85=____
95=____
85=____
95=____
57=____
52=____
57=____
52=____
35=____
65=____
35=____
65=____
45=____
45=____
24
20102011
Name:__________________________________
Name:__________________________________
ZerosandOnesFacts
ZerosandOnesFacts
13=____
04=____
13=____
04=____
71=____
80=____
71=____
80=____
50=____
16=____
50=____
16=____
19=____
07=____
19=____
07=____
02=____
60=____
02=____
60=____
09=____
17=____
09=____
17=____
61=____
01=____
61=____
01=____
30=____
91=____
30=____
91=____
11=____
31=____
11=____
31=____
Name:__________________________________
Name:__________________________________
ZerosandOnesFacts
ZerosandOnesFacts
13=____
04=____
13=____
04=____
71=____
80=____
71=____
80=____
50=____
16=____
50=____
16=____
19=____
07=____
19=____
07=____
02=____
60=____
02=____
60=____
09=____
17=____
09=____
17=____
61=____
01=____
61=____
01=____
30=____
91=____
30=____
91=____
11=____
31=____
11=____
31=____
25
20102011
Name:__________________________________
Name:__________________________________
NinesFacts
NinesFacts
9x3=____
1x9=____
9x3=____
1x9=____
2x9=____
5x9=____
2x9=____
5x9=____
9x6=____
8x9=____
9x6=____
8x9=____
9x9=____
3x9=____
9x9=____
3x9=____
9x1=____
9x7=____
9x1=____
9x7=____
9x8=____
9x4=____
9x8=____
9x4=____
9x5=____
0x9=____
9x5=____
0x9=____
7x9=____
9x2=____
7x9=____
9x2=____
4x9=____
6x9=____
4x9=____
6x9=____
Name:__________________________________
Name:__________________________________
NinesFacts
NinesFacts
9x3=____
1x9=____
9x3=____
1x9=____
2x9=____
5x9=____
2x9=____
5x9=____
9x6=____
8x9=____
9x6=____
8x9=____
9x9=____
3x9=____
9x9=____
3x9=____
9x1=____
9x7=____
9x1=____
9x7=____
9x8=____
9x4=____
9x8=____
9x4=____
9x5=____
0x9=____
9x5=____
0x9=____
7x9=____
9x2=____
7x9=____
9x2=____
4x9=____
6x9=____
4x9=____
6x9=____
26
20102011
Name:__________________________________
Name:__________________________________
HelpingFacts
HelpingFacts
3x3=____
8x8=____
3x3=____
8x8=____
3x6=____
4x3=____
3x6=____
4x3=____
3x7=____
8x3=____
3x7=____
8x3=____
4x4=____
4x6=____
4x4=____
4x6=____
4x7=____
4x8=____
4x7=____
4x8=____
6x3=____
6x4=____
6x3=____
6x4=____
6x6=____
6x7=____
6x6=____
6x7=____
6x8=____
7x3=____
6x8=____
7x3=____
7x7=____
7x8=____
7x7=____
7x8=____
Name:__________________________________
Name:__________________________________
HelpingFacts
HelpingFacts
3x3=____
8x8=____
3x3=____
8x8=____
3x6=____
4x3=____
3x6=____
4x3=____
3x7=____
8x3=____
3x7=____
8x3=____
4x4=____
4x6=____
4x4=____
4x6=____
4x7=____
4x8=____
4x7=____
4x8=____
6x3=____
6x4=____
6x3=____
6x4=____
6x6=____
6x7=____
6x6=____
6x7=____
6x8=____
7x3=____
6x8=____
7x3=____
7x7=____
7x8=____
7x7=____
7x8=____
27
20102011
28
20102011
Multiplication
BasicFactStrategies
20102011
29
20102011
30
20102011
Twos(Doubles)Facts
Factsthathave2asafactorareequivalenttotheadditiondoubles(e.g.,6+6)andshould
alreadybeknownbystudentswhoknowtheiradditionfacts.Itisimportanttorealizethat2
x7isdouble7asis7x2.Besuretoexposestudentstoproblemswhere2isthenumberof
setsaswellasthesizeoftheset.
10
12
14
16
18
10
12
14
16
18
31
20102011
TheTwosFacts
(Doubles)
Twoisveryfastandfun,
Quicklydoubleandyouredone.
Whatsthatyousay,bemoreprecise?
Okaythen,justaddittwice!
TheBestofTimesbyGregTang
32
20102011
TwosFacts:LegoMultiplication
Objective:Studentswillbeabletoconnectdoublingtomultiplyingby2.
ActivityType:Groupsof2students
Materials:(eachgroupwillneedthefollowing)
BagofLegos(ofvarioussizes)
Recordingsheetforeachpairofstudents
Directions:
1. HaveeachstudentchooseaLego(largerthan2x2).Askthemhowtheycancounttheknobsonthetopoftheir
piecewithoutcountingeachindividualknob.Askstudentstodrawpicturestorepresenthowtheycouldcount
them.(Forexample,theymightskipcountby2,count1rowanddouble,makeequalgroupshorizontallyor
vertically,etc)
2. Havestudentsshowandexplaintheirrepresentations.Talkaboutstrategiesfordoublingormultiplyingby2.Be
surestudentscanwriteanumericalrepresentationfortheirLegopiece.Forexampleiftheyhadapiecethatwas
2knobswideand4longtheycouldrepresenttheknobwiththeexpression2x4or4x2.
3. Posethefollowingopenendedquestiontostudents:JimmyputhisLegoblocksonaflat.Hisdesignhad60
knobs.Whatmighthisdesignlooklike?Howcouldyouprovethatyourdesignused60knobswithoutcounting
eachknob?
Variations:
Thepagethatfollowscouldbeusedinadditiontoorinsteadoftheactivityin#3above.Itisrecommendedthatyoucut
apartthequestionsandhaveeachgroupselectseveraltosolve.Note:Itisnotrecommendedthateverystudent
completetheentiresheet.
33
20102011
LegoMultiplicationFacts
CanyoufindaLegotorepresent2x1?Drawa
pictureoftheLegobelow.
ChooseanyLegoanddrawitbelow.Howcould
youusemultiplicationtodeterminethetotal
numberofknobs?
34
20102011
DoublesConcentration
Objective:Studentswillmatchthedoublesfact(twosfact)andtheproduct.
Materials:(Eachgroupwillneed)
Asetofcardscopiedoncardstockandcutout.Thedoublesfactsshouldbecopiedon1colorpaper,twos
multiplicationfactonanothercolorpaper,andfinallytheproductcopiedonathirdcolorpaper.Bycopying
eachondifferentcolorsstudentsknowtopickuponeofeachcoloronaturn.
Directions:
Firsttimeplayingreviewsthedoublefactadding
1.
Playerslayoutthecardswiththedoublesandproduct/sum.
2.
Ontheirturn,playerspickuponecardofeachcolor.Ifthedoublesfactmatchesthesum/productcardthey
pickedupthentheykeepthecardsandtakeanotherturn.Iftheydonotmatchthecardsarereturnedface
down.
3.
Theplayerwiththemostmatchesattheendwins.
Secondtimeplayingmatchesthedoublesandtwosfact
4.
Playerslayoutthecardswiththedoublesandmultiplicationfacts(noproducts).
5.
Ontheirturn,playerspickuponecardofeachcolor.Ifthedoublesfactmatchesthemultiplicationcard
theypickedupthentheykeepthecardsandtakeanotherturn.Iftheydonotmatchthecardsarereturned
facedown.
6.
Thirdtimeplayingmatchesthetwosfactandtheproduct
7.
Playerslayoutthecardswiththetwosfactsandproductcards.
8.
Ontheirturn,playerspickuponecardofeachcolor.Ifthedoublesfactmatchesthesum/productcardthey
pickedupthentheykeepthecardsandtakeanotherturn.Iftheydonotmatchthecardsarereturnedface
down.
9.
Fourthtimeplayingmatchesdoublesfact,twosfact,andproduct/sum
10.
Playerslayoutallcards.
11.
Ontheirturn,playerspickuponecardofeachcolor.Ifallthreecardsmatch,theykeepthem.Ifnot,they
returnallcardsfacedownontothetable.
12.
35
20102011
DoublesConcentrationCards
4+4
7+7
8+8
9+9
8+8
3+3
6+6
5+5
4+4
7+7
2+2
9+9
3+3
6+6
5+5
2+2
36
TwosFactsConcentrationCards
20102011
4x2
7x2
8x2
9x2
2x8
3x2
6x2
5x2
2x4
2x7
2x2
2x9
2x3
2x6
2x5
2x2
37
20102011
Product/SumConcentrationCards
14
16
18
16
12
10
14
18
12
10
4
38
20102011
Product/SumConcentrationCards
39
20102011
TwosFacts:Doubling4inaRow
Objective:Studentswillbeabletoconnectdoublingtomultiplyingby2.
Gameboard
Cubewiththefaceslabeled:4,5,6,7,8,and9(orthespinnerbelow)
Eachchildneedsapproximately10countersof1color
Directions:
1. Thefirstplayerrollsthenumbercube(orspinsthespinner).Theydoublethenumber,statetherelated
multiplicationfact,andthencoverthesumonthegameboard.Forexample,ifastudentrolled6theywouldsay
6doubledis12or6x2is12.
2. Eachplayercontinuestorollandcoverthesum.Ifthedoublerolledisalreadycoveredtheplayerloseshis/her
turn.Playcontinuesuntil1playergets4countersinarow.
Variations:
Ifaplayerssumisalreadycoveredtheycouldremovetheopponentschipfromthatsquareandreplaceitwiththeir
own.
9 4
8
5
7
40
20102011
Doubling4inaRow
18 12
10 14
16 12 14 10 14
18 10 14 18 12 16
16 14 16
8
18 10
16 18 10 16 12
12 18 14 12
10
41
20102011
TwosFacts:DoubleCrossOffGame
Objective:Studentswillusethedoublingstrategytomultiplyby2
Materials:eachgroupwillneedthefollowing
Gameboardinsideaclearplasticsheetprotector(Byplacingthegameboardintoaplasticsheetthestudentcan
writeonitwithadryerasemarkerallowingthegametobeplayedmanytimeson1board).
Dryerasemarker(eachstudent)
Directions:
1. Thefirstplayerspinsthespinner(withapaperclipandpencil).Thestudentthenstatesthemultiplicationfactand
usesthedoublingstrategytofindtheproduct.Thestudentthencrossesoffthatproduct.
2. Playcontinuesuntilaplayerhascrossedoffallthenumbers.Theplayerthatcrossesoffallthenumbersfirstisthe
winner.
42
18 14 10 16 10 12
18 10 20 12 16 10
16
14
4
6
12
16 18
12 20 18
14
20102011
43
20102011
DoublesCheckers
Objective:Studentswillusethedoublingstrategytomultiplyby2.
Materials:eachgroupwillneedcheckersandagameboard
Directions:
1. Mathcheckersisplayedlikeregularcheckers.
2. Studentssetupthegameboardasshownbelow.
3. Foraplayertomoveapiece,theymustfirstcorrectlyanswerthefactonthecorrespondingspace.
4. Inordertobekinged,aplayermustexplainhowtheyfoundtheanswertotheproblemonthecorresponding
space.
44
20102011
DoublesCheckers
8x2
2x1
10x2
2x6
8x2
7x2
2x6
3x2
2x2
2x9
2x4
8x2
2x1
10x2
2x4
2x2
2x6
8x2
2x5
9x2
1x2
2x3
9x2
2x6
7x2
9x2
2x6
2x10
2x8
2x3
6x2
2x1
5x2
2x10
2x2
2x7
5x2
2x9
6x2
2x2
2x6
7x2
2x8
4x2
2x5
2x1
3x2
2x7
6x2
2x4
7x2
2x2
2x8
9x2
2x9
45
20102011
46
20102011
MerryLowRound
Materials:
Eachplayerwillneedacopyofthegameboardinaplasticsheet,adryerasemarker,andseveralchips(nomore
than10each).
Spinner(oneforeachgroup)
Directions:
1. Thefirstplayerspinsthespinner.Theywritedownthedoublesfact,twosfact,andtheanswerforthatnumber.
2. Thesecondplayerspinsthespinner.Theywritedownthedoublesfact,twosfact,andtheanswer.
3. Theplayersthencomparetheiranswersforthatround.Theplayerwiththesmallestproductputsachipbythat
round.Note:iftheplayerwritesdownanincorrectfactoranswertheyautomaticallylosethatround.
4. Playcontinuesinthesamewayforall10rounds.Attheendof10rounds,theplayerwiththemostchipswins
thegame.
47
20102011
48
MerryLowRoundSpinner
20102011
MerryLowRoundGameBoard
Addition
Fact
Answer
Round
MultiplicationFact
Placeachipinthis
columnifyouhave
thelowestproduct
forthisround
10
49
20102011
Order,Order
Agameboardinaplasticsheetprotector(orlaminated)
Dryerasemarkerforeachstudent
Spinner
Directions:
Objectofthegame:Tobethefirstplayertohavealltheboxesfilledwithproductsfromleasttogreatest.
1.
Thefirstplayerspinsthespinner.Theythenmultiplythenumberby2(doublesthenumber).
2.
Theplayerthenchoosesaboxinwhichtoputtheirproduct.Onceanumberiswritteninaboxitmaynotbe
moved.
3.
Thenextplayerspins,multiplies,andplacesanumber.
4.
Oneachplayersturntheymustplacetheproductsothatalloftheirnumbersareinorderfromleastto
greatest.Iftheycannotplaceanumber,theyloseaturn.
5.
Thefirstplayertofillalltheboxeswiththeirnumbersfromleasttogreatestwins.
50
20102011
Player 1
Player 2
51
20102011
ThreeforAllx2
Chips(adifferentcolorforeachplayer)
Directions:
Objectofthegame:Tobethefirstplayertohave3chipsinarow(vertically,horizontally,ordiagonally)
1. Playerstaketurnschoosing2numbersinthebox(crossingthemoffwithadryerasemarker)tomakea
multiplicationfact.
2. Iftheiranswerisinacircle,theyplaceachiponit.
3. Numbersintheboxmayonlybeused1time.
4. Thefirstplayertoget3chipsinarowwins.
52
20102011
14
23
10
12
16
20
12
14
18
16
12
18
18
18
10
53
TwosFacts
TwosFacts
TwosFacts
TwosFacts
TwosFacts
TwosFacts
TwosFacts
TwosFacts
20102011
TwosFacts
TwosFacts
TwosFacts
TwosFacts
54
20102011
TwosFacts
TwosFacts
TwosFacts
TwosFacts
TwosFacts
TwosFacts
TwosFacts
55
20102011
FivesFacts
Thisgroupconsistsofallfactswith5asthefirstorsecondfactor.Wecanhelpchildrenby
practicingcountingbyfivestoatleast45.Thefivesfactscanalsoberelatedtothetensfacts
(asmoststudentscancountbytenswithease)bymultiplyingbytenandtakinghalf.
10
15
20
10
15
20
25
30
35
40
45
30
35
40
45
56
20102011
FivesFacts
Fivewillyieldtherightamount,
Ifby5syoualwayscount.
Orelsejustmultiplyby10,
Halfwillgetyouthereagain!
57
20102011
FivesFactsIntroduction
Objective:Studentswillbeabletoidentifyrealworldsituationsthatinvolve5.Thisidentificationwillhelpstudents
makeconnectionsbetweenfivesfactsandtheirapplication.
ActivityType:WholeClassActivity
Materials:noneneeded
Directions:
1. Ask,whataresomeeverydaysituationsthatinvolvefive?Writedownthestudentsideasonchartpaper.
Encouragethestudentstothinkofarangeofsituations,forexample,thenumberofschooldaysinoneweekor
theageofayoungersibling.
2. Repeatthediscussionusingmultiplesof5,suchas25and15.Writetheideasthestudentssuggestonthe
board.
58
20102011
FivesFactsPhysicalModel
Objective:Studentswilldiscoverthatthefivesfactsarehalfofthetensfact.
ActivityType:WholeClassActivity(atleast10students)
Materials:10students
Directions:
1. Invitetenstudentstostandatthefrontoftheclass.Instructtheotherstudentstocountbytens.Astheysay
eachnumber,thestudentsraisebothoftheirhands(torepresent10).
2. Oncethestudentshavecountedtoonehundred,directthemtocountbyfivesfrom0.Instructstudentstoraise
onlyonehandaseachfiveiscounted.Whenthecountreachesfifty,ask,whatdoyounoticeaboutthetwo
totalswecounted?(Fiftyishalfofonehundred).
3. Beginthefollowingchartontheboard(atemplatefollowsthislesson).
#of
Count Count
Continuetohavestudentsmodelproblemswithdifferentnumbersof
People
by10s
by5s
students.Recordtheanswerswhencountingby10andcountingby5.
Itisnotnecessarytodotheseinorder.
10
100
50
4. Askstudentsaboutthepatternstheynotice.(Countingby5ishalfof
8
10.)
7
5. Havestudentssolverealworldproblemswithstudentsmodelingatthe
5
frontoftheroom(withtheirhands/fingers).Forexample,Susanhas4
bagsofcandy.Eachbaghad10piecesofcandy.Howmanypiecesof
4
candydidshehavealtogether?
3
Note:Anotherquickrepresentationofthe10sfactsistousethebaseten
rods.Studentscanseequicklythatifyouhave3groupsof10thatitequals30.Thentheycancoverhalfwithan
indexcardandseetherelated5sfact.
59
#of
People
10
9
8
7
6
5
4
3
2
1
Count
by10s
20102011
Count
by5s
Whatpatternsdoyounotice?
Howdoescountingby10srelatetocountingby5s?
60
20102011
FiveandTenFactDotCards
Objective:Studentswillusearraystoconnectthetensfactstothefivesfact.
ActivityType:WholeClass,SmallGroups,orIndividuals
Materials:Dotcards(cutout,assembled,andlaminated)
Directions:
1. Beginwiththe1x10card.Holdthecardsothattheflapisopen.Say,howmanyrowsofdotsdoyousee?(1).
Howmanydotsareineachrow?(10).Ifstudentsneedtocountatfirst,letthem.Whatmultiplicationsentence
canweusetorepresentthis?Whatistheturnaroundfactforthismultiplicationsentence?Havestudentfind
the10sfactbyskipcountingbytensandthenfindhalftodeterminethefivesfact.
2. Repeatwiththeothercards.Challengestudentstogivearealworldexampleofsomeofthefacts.
61
20102011
Five&TenFact
RelationshipDotCards
Makeasetofusetenscardsshownonthefollowingpages.Besuretocutoutthe
upsidedowncard,pasteitonthebackoftheflap,andthenlaminate.
Whenthebottomflapisunfoldedthecardshowsatensfact.Whentheflapis
foldedthecardshowsafivesfact.Thesecardsshowthatthefivesfactsarehalfof
thetensfact.
AskstudentsquestionslikeWhatdoyousee?,Howcanyoufigureoutthetotal
numberofdots?.Encouragethestudentstousetheknowntensfacttofigure
outthefivesfact.
TenFactCard
FiveFactCard
62
20102011
Cut out the box below. Paste it on the back of the dot
card in the same location as the multiplication
problems on the front. That way when you flip the
card up, you see the times 5 fact.
1 10 = _____
10 1 = _____
63
20102011
2 10 = _____
10 2 = _____
64
20102011
3 10 = _____
10 3 = _____
65
20102011
4 10 = _____
10 4 = _____
66
20102011
5 10 = _____
10 5 = _____
67
20102011
6 10 = _____
10 6 = _____
68
20102011
Cut out the box below. Paste it on the back of the dot card in
the same location as the multiplication problems on the front.
That way when you flip the card up, you see the times 5 fact.
7 10 = _____
10 7 = _____
69
Cut out the box below. Paste it on the back of the dot card in
the same location as the multiplication problems on the front.

That way when you flip the card up, you see the times 5 fact.
20102011
8 10 = _____
10 8 = _____
70
20102011
71
20102011
FactClockConnection
AdaptedfromTeachingStudentCenteredMathematicsbyJohnVandeWalle
Objective:Studentswillconnecttimewithfivesfacts.
ActivityType:WholeclassInstructionandapairsgame
Materials:1setofconcentrationcardsforeachpair(clockson1colorcardstockandfactsonanothercolorcardstock)
Directions:
1. Displayaclockfacewithmoveablehands.Movetheminutehandto6,directingthestudentstocounteach
multipleoffive.Say,sixlotsoffiveminutesisthirtyminutes.Whatmultiplicationfactcouldweuserepresent
this?(6x5)Whatistheturnaroundfactof6x5?(5x6)Movetheminutehandto9.Askavolunteertodescribe
thematchingnumberfacts(9x5=45).Repeatwithotherpositionsontheclockface.
2. PlayClockFactConcentrationwithpairs.
a. Eachpairofstudentslaysthecardsfacedown.
b. Thefirstplayerpicksup1cardofeachcolor.Iftheycardsmatch(thefactoritsturnaround)andtheycan
saytheanswertothefact,theykeepthecards.Iftheyhaveamatchandtheanswertheytakeanextra
turn.
c. Playersalternateturnsuntilallthecardshavebeenpickedup.
d. Theplayerwiththemostcardsisthewinner.
72
20102011
ClockFaceConcentration
1x5
2x5
3x5
4x5
5x5
6x5
7x5
8x5
9x5
10x5
11x5
12x5
73
20102011
74
ClockFaceConcentration
20102011
FivesSpinnerGame
Objective:Studentswillusefivesfactstrategiestosolvemultiplicationproblems.
1spinner
Agameboardforeachstudent
Directions:
1. Thefirstplayerspins.Theplayermultipliesthenumbertheyspinby5andsaysthemultiplicationfact.Theplayer
writesthefactanditsturnaroundbesidethematchingproductontheirsheetofpaper.
2. Theotherplayertakesaturn.
3. Asthegamecontinues,theplayermissesaturniftheyspinanumbertheyhavealreadyused.
4. Thefirstplayertowritethematchingfactsforeachproductwins.
75
20102011
FivesSpinnerGame
FivesFact
Turnaround
FivesFact
5
10
15
20
25
30
35
40
45
Student:_______________________________________
76
20102011
77
FivesSpinnerGame
Spin
Again
8
7
2
3
4
20102011
FivesFactConnectThreeGame
Objective:Studentswillusefivesfactstrategiestosolvemultiplicationproblems.
1gameboardforeachplayer
FivesspinnerfromtheFivesSpinnerGame
Countersforeachstudent
Directions:
1. Playerstaketurnsspinningthespinnerandmultiplyingbythenumberfive.Iftheanswerisontheirboard,the
playercancoveritwithacounter.
2. Thefirstplayertoget3countersinarow(diagonal,horizontal,orvertical)wins.
3. Aftertheyhaveplayedseveraltimes,havethempointtothenumbersontheboardthatendinzero.Ask,what
numbersdidyourolltogettheseanswers?Inviteanumberofresponses.Ask,whatdidyounoticeaboutthese
numbers?
Note:4differentvariationsofthegameboardareincludedtousewithgroupsupto4players.
78
20102011
TheFivesFact
Connect3Game
40
25
15
35
20
35
15
40
30
79
20102011
TheFivesFact
Connect3Game
40
15
35
20
25
45
10
30
80
20102011
TheFivesFact
Connect3Game
15
35
20
30
40
25
45
10
81
20102011
TheFivesFact
Connect3Game
20
35
10
40
25
30
45
15
82
20102011
TheFives
Connect3Game
45
15
20
40
10
25
35
30
83
FivesFacts
FivesFacts
FivesFacts
FivesFacts
FivesFacts
FivesFacts
FivesFacts
20102011
FivesFacts
FivesFacts
FivesFacts
FivesFacts
FivesFacts
84
FivesFacts
FivesFacts
FivesFacts
FivesFacts
20102011
FivesFacts
FivesFacts
FivesFacts
85
20102011
ZerosandOnesFacts
Childrenshouldbegiventheopportunitytofindtheirownreasoningastowhyanumbermultipliedbyzero
isequaltozeroandthatanumbermultipliedbyoneisequaltothatnumber.Theyshouldnotbeexplicitly
toldtheserulesbutshouldbeabletoexplainwhythisisso.Upongainingthisknowledge,theywillknow36
factsofsingledigitmultiplication.
86
20102011
87
OnesFacts
Oneissimpleascanbe,
itsknownastheidentity.
Theanswerisidentify,
itstheoneyoumultiply!
20102011
OnesRealWorldIntroduction
Objective:Studentswillbeabletoidentifyrealworldsituationsthatinvolve1.
Materials:noneneeded
Directions:
1. Ask,Whataresomeeverydaysituationsthatinvolveonegroup,stack,orset?Writedownthestudentsideas
onchartpaper.Encouragethestudentstothinkofarangeofsituations,forexample,thenumberofschool
daysinoneweekortheageofayoungersibling.
2. Write,Onerowof_____ontheboard.Havestudentschooseasituationthatwaslistedontheboardand
drawapictureofthesituation.
3. Hanguptheillustrations.Askstudentswhatpatternstheynoticewhenwemultiplybyone.Iftheystruggle
findingthepattern,writedownsomeofthefactstheyillustratedontheboard,andask,whatdoallthe
multiplicationfactswecreatedusing1haveincommon?OrcanyoufinishmystatementWhenImultiplya
numberbyone_______.?Thekeyistoaskquestionstohelpstudentsdiscoverthatwhenyoumultiplyby1
theansweristhenumberyoumultiplyby1.
88
20102011
OnesFactMatchWalk
Objective:Studentswillbeabletomatchthewrittenrealworldproblemwithitsequation.
Materials:
Setofcards,cutoutforstudents
Anothersetofthesamecards,cutoutinabagfortheteacher.
Directions:
Overview:Inthisactivitystudentwillrotateinacirclearoundthecardsuntilmusicstops.Whenthemusicstopsthe
teacherpullsoutacard.Thestudentslookatthecardsattheirfeetandthestudentwhobelievestheyhavetheanswer
raisestheirhand.Iftheyarecorrecttheygettocarrysomethinguntilthenextmatchismade(somethingthatthe
studentsfindfuntohave).
1. Handout1cardtoeachstudent.
2. Havestudentsformacircle.Whenthecircleisformed,havethemfacethecenterofthecircle.Then
studentsshouldputthecardattheirfeet.Letthestudentsknowthatwhenyoubeginplayingmusic,
thecircleisgoingtostartmovinginaclockwisedirection.Then,whenthemusicstopsyouwillpullout
acardandputitonthedocumentcamera/overhead.
3. Thestudentslookatthecardswheretheystopped(attheirfeet).Iftheybelievetheyhavethematch
theyraisetheirhand.Checktoseeifitiscorrect.Ifitis,theygetthefactmatchprize.Repeateach
timethecorrectmatchcarriesthefactmatchprize.
4. Ex.MusicstopsandyoupulloutthephraseOnecakeneeds4eggs.Thestudentwhohasapictureof
1groupof4isthematch.
Variations:
InsteadofhavingaFactMatchWalk,handoutthecardsandhavethemfindtheirmatch.Thenhaveeachpair
readtheirstatementandequationtocheck.Havestudentstradecardswhileyouplaymusic.Whenthemusic
stops,theyfindtheirmatch.
Playaconcentrationgamewiththecards.
89
20102011
FactMatchWalk
Lakenhas1lunchbox.
Rachelhas2stickersinherdesk.
Aaronhas3pencilsinhisbox.
Treyhas4buttonsonhisshirt.
Bradenhas5cookiesinhislunch.
Susanhas6rosesinavase.
Kristinhas7catsinherhouse.
Jasminehas8markersinherdesk.
Leohas9booksinhisroom.
90
20102011
91
20102011
92
20102011
93
20102011
FactMatchWalk
Michaelhas1ball.
Twogirlseachhave1yoyo.
Threeboyseachhave1hat.
Fourgirlseachhave1flower.
Fiveboyseachhave1book.
Sixgirlseachhave1bag.
Sevenboyseachhave1pieceofgum.
Eightgirlseachhave1bike.
Nineboyseachhave1jacket.
94
20102011
95
20102011
96
20102011
OnceAroundx1Game
AdaptedfromBasicGamesbyMarcyCook
Objective:Studentswillbeabletomultiplynumbersinvolving1.
ActivityType:Groupsof23
Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner
Directions:
1. Ontheirturn,studentsspinthespinner,statetheproblemandproduct.Theythenmovetheirmarkertothe
nextsquareonthegameboardwiththatproduct.
2. Studentscontinueuntilastudentreachesthelastspace.
Variation:
Oneachturnhavestudentsdrawapictureofthemultiplicationproblemtheyhavetosolveontheirturnin
additiontofindingtheanswer.
97
20102011
OnceAroundx1Game
98
20102011
CoverUpx1Game
Materials:
Chips(differentcolorforeachplayer)
Gameboard
Paperclipforspinner
Directions:
1. Ontheirturn,playersspinthespinner.Theymultiplythenumberonthespinnerby1andthencoveronespace
ontheboardthatmatchesthatproduct.
2. Playerscontinuetakingturnsspinningandmarkingtheirproductuntilallthespacesarefilled.Ifthereareno
morespacesforastudentsproduct,theylosetheirturn.
3. Attheendthestudentwiththemostchips,wins.
99
20102011
one
seven
zero
six
two
three
nine
8
eight
five
four
100
20102011
101
OnesFacts
OnesFacts
OnesFacts
20102011
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
102
20102011
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
OnesFacts
103
20102011
104
20102011
ZeroFacts
Zeroisacinchtodo,
theanswerisrightinfrontofyou.
Foreveryproblemitsthesame,
zilchorzeroisitsname!
105
20102011
106
20102011
ZeroRealWorldIntroduction
Objective:Studentswillbeabletoidentifyrealworldsituationsthatinvolve0.
ActivityType:WholeClassandgroupactivity
Materials:
Chartpaper
Markers
Directions:
1. WriteOandzeroontheboard.Askthestudentstosuggestotherwordsforzero.Writetheirsuggestions
ontheboard.Examplesmayinclude,none,nothing,nil,empty,naught,allgone,andnomore.
2. Ask,whataresomemultiplicationstoriesthatinvolvezero?Listthestudentsideasonchartpaper.
Encouragethestudentstothinkofarangeofsituations,forexample,thenumberofemptyrowsofseatsata
footballgame.Ifstudentsarestuckusethepostersonthenexttwopagesofthisguide.
3. Putstudentsintogroupsorpairs.Assigneachgroupa0multiplicationfact(suchas0x4or5x0).Onlarge
chartpaper,haveeachgroupwritedowntheirOfact,writeasituationtogowithit,drawanillustration,and
findtheanswer.
4. Hanguptheillustrations.Askstudentswhatpatternstheynoticewhenwemultiplybyzero.Iftheystruggle
findingthepattern,writedownsomeofthefactstheyillustratedontheboard,andask,whatdoallthe
multiplicationfactswecreatedusing1haveincommon?OrcanyoufinishmystatementWhenImultiplya
numberbyzero_______.?Thekeyistoaskquestionstohelpstudentsdiscoverthatwhenyoumultiplyby0
theansweriszero.
107
20102011
______x0=______
Therearesixnestsforchickens.I
wenttocollecttheeggs.Eachnest
wasempty.Howmanyeggswere
there?
108
20102011
0x______=______
Jimwenttobuythreeredshirts.
Therewerenoredshirtsonthe
shelf.Howmanyredshirtswere
there?
109
20102011
ZeroFactsAnotherModel
Objective:Studentswillbeablewriteanumbersentencegivenarealworldproblem.
ActivityType:WholeClassandgroupactivity
Materials:
5transparentcups
20chips
Directions:
1. Place5cupsinarowinthefrontoftheclass.
2. Selectastudenttoplace4chipsineachcup.Invitethestudentstosuggestafooditem(suchasalollipop)that
eachchipcouldrepresent.Askavolunteertowriteamultiplicationsentencetomodelthenumberoflollipops
(5x4=20).
3. Say,onelollipopgoesmissingfromeachjareverynight.Removeonechipfromeachcup.Ask,howmany
lollipopsaretherenow?Howdoweknow?Whatmultiplicationsentencecouldwewritetorepresentthe
amountoflollipopsleftnow?(5x3=15).
4. Repeatthepreviousstepsuntilnochipsremainsineachcup.Ask,howmanylollipopsaretheretotalnow?How
manylollipopsineachgroup?Whatnumbersentencecanwewritetodescribethissituation?(5x0=0).
5. Repeatthisactivitywithothernumbersofchipsandanewsituation.
110
20102011
TheZeroRiskGame
Objective:Studentswillbeabletomultiplynumbersby0and1.
ActivityType:Pairsactivity
Materials:
Gameboardlaminatedorinaplasticsheetprotectorforeachstudent
Cubewiththenumbers0,0,1,1,1,and1onthefaces
Dryerasemarker
Directions:
1. Thefirstplayerrollsthecubeandspinsthespinner.
2. Theplayermultipliesthenumberonthecubebythenumberonthespinner.Theythenwritedowntheproduce
intheround1box.
3. Theplayercanthenchoosetoendtheirturnorrolland
spinagaintogetanewproduct.Theywritethenew
productbesidethefirstproductintheround1box.The
playercancontinuetorollandspinaslongastheywant
andcanchoosetostopwhentheywant.But,ifa
studenthasaproductof0theylosetheirscoreforthe
entireround.Iftheystoptheround,beforetheygeta
productof0,thentheyadduptheirscoreforthat
round.
4. Eachoftheotherplayershasaturnatround1
(continuingwiththesamedirectionsasinstep3).
5. Attheendoftenrounds,eachplayeraddstheirtenfinal
products.Theplayerwiththegreatesttotalwins.
ConnectiontoProbability:
Asstudentsareplayingthisgameandindiscussionafterward,
askquestionsuchas:
Whichnumbershaveanequalprobabilityofbeing
rolled/spuninthisgame?
Whichnumbersareyoulesslikelytoroll/spin?
Whichnumbersareyoumostlikelytoroll/spin?
Whatistheprobabilityofrolling/spinninga2?
Whatistheprobabilityofrolling/spinninga1?
111
20102011
TheZeroRiskGame
Total
RoundScore
Round Score
Round
One
Round
Two
Round
Three
Round
Four
Round
Five
Round
Six
Round
Seven
Round
Eight
Round
Nine
Round
Ten
FinalTotal
TotalScore
112
20102011
CubeorSpinnerforTheZeroRiskGame
1
0
1
113
20102011
ZeroandOneProductGame
Objective:Studentswillbeabletomultiplynumbersbyzeroandone.
Materials:(eachgroupneeds)
Gameboard
Spinners(16and0and1spinner)
Differentcolorchipforeachplayer
Directions:
ObjectofGame:Tobethefirstplayertolandontheendspace.
1. Thefirstplayerspinsbothspinnersandmultipliesthetwonumbers.Theythenmovetheirchiptothenearest
spacewiththatproduct.Thenextplayerspinsthespinners,findstheproduct,andthenmovestheirchiptothe
nearestspacewiththatproduct.Ifthenearestspacewiththeirproducthasanopponentschiponitthey
sendtheiropponentbacktostartandtheytakethatspace.
2. Playerscontinuespinning,multiplying,andmovingtheirchipuntiloneplayerlandsonthelastspace(0).The
firstpersontoreachthelastblockontheboardwins.
114
20102011
ZeroandOneProductTrail
Start
End
Short
Cut
Short
Cut
0
115
20102011
ZeroandOneProductTrailSpinners
116
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
ZerosFacts
20102011
117
ZerosFacts
ZerosFacts
ZerosFacts
5
0
ZerosFacts
ZerosFacts
20102011
ZerosFacts
ZerosFacts
118
20102011
NinesFacts
Factswithafactorof9includethelargestproductsbutcanbetheeasiesttolearn.Therearemanypatterns
thatarefuntodiscover.Herearethreepatterns:
Thetensdigitoftheproductisalwaysonelessthantheotherfactor(theoneotherthan9).Thesum
ofthe2digitsintheproductisalways9.
Thesumofthe3digitsintheproductisalwaysnine.
Useyour10fingersasatool.ForsingledigitmultiplicationwealwaysmarktheNumberbyfoldingthe
fingerdownasamarker(referredtoasthespacebetweenthedigits).Inthisexample3x9,thethird
fingerwasbent.Sotheanswertothefirstdigitisthe#offingersbeforethebendwhichis2andthe
seconddigitisthe#offingersafterthebendwhichis7,thereforetheanswerfor3x9is27.
18
27
36
45
54
63
72
18
27
36
45
54
63
72
81
119
20102011
NinesFacts
Nineisfastertocompute,
ifatfirstyouovershoot.
Heresaveryclevertack,
do10timesandthensubtract!
120
20102011
x9DotCards
Objective:Studentswillusearraystoconnectthetensfactstotheninesfact.
Materials:Dotcards(cutoutandlaminated)
Directions:
Noteoncardassembly:Afterthecardsarecutoutandlaminated,foldthecardsasindicatedbythepicturesbelow(and
thedottedlineonthepattern)toshowtherelationshipbetweenx10andx9.
x10fact
x9fact
1. Holdthecardwithbothflapsfoldedout(sothatbothx10andx9showatthesametime).Ask,whatdoyousee?
Howcanyoufigureoutthetotalnumberofdots?
2. Foldtheflapstoshowthex10fact(asshowninthepicturetotheleft,above).Discussthenumbersentences
thatdescribethearray.
3. Foldtheflapstoshowthex9fact(asshowninthepicturetotheright,above).Encouragetheideaofusingthe
knowntensfacttofigureouttheninesfact(findx10andsubtract9).
4. Drawattentiontothetwoexpressions(9x7and7x9)andask,howdowedescribethedotswhen
theypositionedthisway?(9rowsof7).Rotatethecard90degreesandrepeatthequestion.This
timetheyshouldrespond7rowsof9.Ask,whatfactwouldyouusetofigureoutthenumberof
dots?Answerswillvary.
121
20102011
x9DotCards
10 x 1 = _____ = 1 x 10
9 x 1 = _____ = 1 x 9
122
20102011
x9DotCards
10 x 2 = _____ = 2 x 10
9 x 2 = _____ = 2 x 9
123
20102011
x9DotCards
10 x 3 = _____ = 3 x 10
9 x 3 = _____ = 3 x 9
124
20102011
x9DotCards
10 x 4 = _____ = 4 x 10
9 x 4 = _____ = 4 x 9
125
20102011
x9DotCards
10 x 5 = _____ = 5 x 10
9 x 5 = _____ = 5 x 9
126
20102011
x9DotCards
10 x 6 = _____ = 6 x 10
9 x 6 = _____ = 6 x 9
127
20102011
x9DotCards
10 x 7 = _____ = 7 x 10
9 x 7 = _____ = 7 x 9
128
20102011
x9DotCards
10 x 8 = _____ = 8 x 10
9 x 8 = _____ = 8 x 9
129
x9DotCards
20102011
130
10 x 9 = _____ = 9 x 10
9 x 9 = _____ = 9 x 9
20102011
x9DotCardsFindingthePatterns
Usethisactivityifstudentsarestrugglingtomaketheconnectionbetweenx9andx10.
Objective:Studentswillusearraystoconnectthetensfactstotheninesfacts.
Materials:Dotcards(cutoutandlaminated)
Directions:
1. Writethenumbersentencesshownonthenextpageontheboard/projector.Workwiththeclass/groupto
completethefirstthreesentencesthenask,whatpatternsdoyounotice?Thestudentsshouldbeabletosee
howtheamounttosubtractisthesameasthefactorotherthen10.
2. Directeachstudenttocopyandcompleteallofthenumbersentencesandwritetheirownruletodescribethe
pattern.
131
20102011
132
x9/x10Pattern
9=___x10___
18=___x10___
27=___x10___
36=___x10___
45=___x10___
54=___x10___
63=___x10___
72=___x10___
81=___x10___
20102011
ThreeforAllx9
Objective:Studentswillusestrategiestomultiplybynine.
Directions:
multiplicationfact.
133
20102011
81
10
10
134
20102011
OnceAroundx9Game
Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner
Directions:
Variation:
Oneachturnhavestudentsdrawapictureofthemultiplicationproblemtheyhavetosolveontheirturnin
additiontofindingtheanswer.
135
20102011
136
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
NinesFacts
20102011
137
NinesFacts
NinesFacts
NinesFacts
NinesFacts
9
6
NinesFacts
20102011
NinesFacts
NinesFacts
138
20102011
HelpingFacts
TheHelpingFactsaretheremaining25multiplicationfacts.Itisworthpointingoutthatthere
areonly15factsremainingtomasterbecause20ofthemconsistof10pairsofturnarounds.
Thesefactscanbelearnedbyrelatingeachtoanalreadyknownfactorahelpingfact.For
example,6x7canbefoundby5x7andadding7more.Therearemanywaysforchildrento
useahelpingfacttofindafacttheydonotknow.Encouragestudentstoexplaintheirthinking
andtalkaboutthefactstheybelievecanhelpthem.
12
18
21
24
12
16
24
28
32
18
24
36
42
48
21
28
42
49
56
24
32
42
56
64
139
20102011
140
20102011
IfYouDidntKnow
Objective:Studentswillbeabletoidentifystrategiestofindthe25remaininghelpingfacts.
ActivityType:WholeClass
Materials:
Problem
ArrayModel
Directions:
1. Ontheoverhead/projectorposethefollowingquestions:Ifyoudidntknowtheanswerto6x8(oranyfactthat
youwantstudentstothinkabout),howcouldyoufigureitoutbyusingsomethingthatyoudoknow?
2. Letstudentsknowthattheirstrategyshouldbesomethingthattheycandointheirheadandshouldnotrelyon
counting.
3. Providestudentswithcopiesofthetenbytendotdotarray.Thelinesinthearraymakecountingthedots
easierandoftensuggesttheuseoffivesfactsashelpers.
Extension:
Usethisproblemoraproblemsimilartothisonetopromptastrategy(Eventhoughtyouarelookingfor
studentstohalfthendouble,acceptanyreasonablethinkingstrategy.)
CarlosandJosekepttheirbaseballcardsinalbumswith6cardsoneachpage.Carloshad4pagesfilled,andJosehad8
pagesfilled.Howmanycardsdideachboyhave?
141
20102011
If you didnt know the

answer to 6 x 8, how
couldyoufigureitoutby
using something that you do
know?
142
20102011
TenbyTenDotArray
143
20102011
144
20102011
Carlos and Jose kept

their baseball cards in
albums with 6 cards on
each page. Carlos had 4
pagesfilled,andJosehad8pages
filled. How many cards did each
boyhave?Besuretoexplainhow
youknowyouransweriscorrect.
145
20102011
ThreesFacts
Threeisaseasyascanbe,
ifyoutriplewhatyousee.
Inotherwordsjustadditthrice,
thissimplyisonemorethantwice.
146
20102011
147
20102011
OnceAroundx3Game
Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner
Directions:
Variation:
Oneachturnhavestudentsdrawapictureorusemanipulativestoshowtheirproblem.
148
20102011
149
20102011
FoursFacts
Fourisveryfasttodo,
Whenyoumultiplyby2.
Heresalittlegoodadvice
Pleasejustalwaysdoubletwice!
150
20102011
151
20102011
FoursFactsIntroduction
Objective:Studentswillbeabletousethedoubleanddoubleagainstrategytofindfoursfacts.
ActivityType:WholeGroup
Materials:(eachgroupwillneed)
1sheetofwhitepaperforeachstudent
PaintbrushandpaintorBingoDobbers
Directions:
1. Giveeachstudentasheetofwhitepaper,paintbrush/sponge,andpaint.
2. Havestudentsfoldthepaperinhalf,longways,andtheninhalfagain.
3. Tellstudentsthatbyfoldingthepaperwearemakingequalgroups.Askthemhowmanyequalgroupswehave
madebyfoldingthepaper2times(4).
4. Askthemtochooseanumberbetween3and9andpaintthatmanydotsdownthelefthandsideofthesheet.
5. Next,beforethepaintdries,foldthepaperoverimmediatelytotherightofthedots.Askthestudenttounfold
thepaperandtellyouhowmanygroupsofdotstheyhavenow.Askstudentswhatnumbersentencetheycould
usetorepresentthefirstfold(x2ordoubletheoriginalnumber).
6. Havethemfoldthepaperagain,thistimeinhalf,andaskthestudentshowmanydotstheyhavenow.
7. Createthechartbelowonlargepaper,theboard,orputitonyourdocumentcamera(templateonthenext
page).Haveseveralstudentscomeupandfillintheresultsoftheirpaperfolding/painting.Havestudents
examinethechartforpatterns.Askquestionstohelpstudentsseethatmultiplyingby4canbesolvedby
doublingthenumberineachgrouptwotimes.
#Dotsin1
Group
3
#ofDotsin
2Groups
(x2)
6
#ofDotsin
4Groups
(x4)
12
Multiplication
Sentence
Product
4x3
12
152
20102011
Multiplyby4PatternChart
#ofDotsin #ofDotsin
#ofDotsin
2Groups 4Groups
1Group
(x2)
(x4)
Multiplication
Sentence
Product
Whatpatternsdoyounoticeinthechartthatcouldhelpyoumultiplyby4?
153
20102011
Double,DoubleFourinaRow
Objective:Studentswillbeabletousethedoubleanddoubleagainstrategytofindfoursfacts.
1GameBoard
2colorsofcounters(1colorforeachstudent)
1numberspinner
1double,doublespinner
Recordingsheetforeachstudent
Directions:
1. Playerstaketurnsspinningbothspinners.Iftheyspin3doubletheyneedtofirstfillintheirspinontheir
recordingsheet,andthencoverthespaceontheboardwhichanswerstheirspin.(Note:therecordingsheetis
importantsothatstudentscanseethatwhentheydoublethisisax2factandwhentheydouble,doubleitisa
x4fact.)
2. Ifthespaceisalreadycoveredbyanotherplayer,thatplayercanchoosetoremovetheiropponentschipand
placetheirchipinthatspotortheycanchooseanotherspaceonboardtocover,aslongastheycanstatethe
multiplicationfacttoclaimthatspace.
3. Thefirstplayertocover4spacesinarowwins.
154
20102011
14
20
24
18
20
36
10
32
40
12
28
16
16
12
155
20102011
Spinners
156
20102011
StudentRecordingSheet
Numberon
Spinner
Fillin
DforDouble
DDforDouble,Double
Multiplication
Expression
Product
157
20102011
TripleTacToe
Objective:Studentswillbeabletousehelpingfactstomultiply.
TripleTacToeBoardinaclearsheetprotectororlaminated
DryEraseMarkers(1colorforeachplayer)
Directions:
1. Playerstaketurnschoosingasquareandsolvingtheproblem.Ifthatanswerisonanyothertripletactoe
boards,theplayerputsanx/othroughthesquareswiththesameanswer.
2. Thefirstplayertogetthreex/osonaboardwinsandreceives1point.
Continueasmanygamesasdesiredoruntiltimerunsout.Thewinneristheplayerwhohasthemostpointswhentime
hasrunout.
158
20102011
159
20102011
SixesFacts
Sixisprettyquicktodo,
justmultiplyby3then2.
Ifthissoundsliketoomuchtrouble,
triplefirstbeforeyoudouble.
160
20102011
161
20102011
UsingFivesFactstoFindtheSixesFacts
Objective:Studentswillexploretherelationshipbetweenthefivesandsixesmultiplicationfacts.
ActivityType:Wholegrouporcooperativegroupsof4.
Materials:
Snapcubes
X5andx6wordproblemssheetsinplasticsheetprotectors
Dryerasemarkeranderaser
RecordingSheet
Directions:
Introductiontotheexploration:
1. Talktostudentsaboutthefactthatsometimesourfactsforonemultiplicationfactcanhelpusfindothers.For
example,x5andx10.Ifyoutaughtthelessonontherelationshipbetweenx5andx10bringthechartof
patternsbackoutsothatstudentscanseehowfindingtherelationshipsbetweenfactscanhelpyoulearnother
facts.
2. Tellstudentsthattodaytheyaregoingtolookforpatternsbetweenx5andx6.Posethefollowingquestionto
them:Whatarethepatternsthatyounoticewhenyoumultiplyonenumberby5andthenthesamenumber
by6?
3. Showstudentsanexample.Askthemtopickanumbertofillinonboththex5andx6sheet.Modelusingthe
cubestobuildthegroups.Fillinthecorrespondingchart.
4. Havestudentinsmallgroupsfillinasmanynumbersastheycan(suggestusinglessthan11objectsineachbag).
5. Whentheyfinishtheexploration,askstudentstolookattheirrecordingsheetandtalkaboutthepatternsof5
answers,thepatternsof6s,andtherelationshipbetweenthe2facts.
6. Attheendoftheexploration,putoneofthegroupsrecordingsheetsuponthedocumentcamera.Talkabout
thepatterns.Thegoalistohavestudentsseethatthex6factisjustthenumberinthegroupmorethanthe5s
fact.Forexample6x7isjust5x7+7.
Otherhelpingfactsuggestion:Thislessoncanbedonewithanyofthehelpingfactsbymodifyingtheword
problemsheet.Forexamplechangethex6pagetobex4andlookattherelationshipbetweenx5andx4.
162
20102011
Youhave5bagsofcandytogiveto
yourfriends.Youput_____pieces
ofcandyineachbag.Howmany
piecesofcandydoyouhaveall
together?
______x______=______
163
20102011
Youhave6bagsofcandytogiveto
yourfriends.Youput_____pieces
ofcandyineachbag.Howmany
piecesofcandydoyouhaveall
together?
______x______=______
164
20102011
FivesandSixFactRecordingSheet
Number
ineach
bag
x6Fact
x6
Product
Whatdoyouaddto
thefivesfacttoequal
thesixesfact?
x5Fact
x5
Product
Whatpatternsdoyouseeinthefivesandsixesfacts?
Howdoesthefivesfacthelpyoufindthesixesfact?
165
20102011
MultiplybySixRummy
Objective:Studentswillusemultiplicationstrategiestomultiplyby6.
Materials:
Copyeachpageofcardsseveraltimes(atleast3times)
Directions:
1. Shufflecardsanddeal8cardstoeachplayer.Allremainingcardswillbeplayedfacedown,inapile,inthe
middleofthetable.Turnthetopcardofthefacedownpileupbesidethepile.Thisisthediscardpile.
2. Theobjectofthegameistomakeasmanysixfactsasyoucanandbethefirstplayertogetridofalloftheir
cards.
3. Oneachturnaplayercaneitherdrawacardfromthefacedownpileortakeacard(s)fromthediscardpile.If
theplayertakesacard(s)fromthediscardpiletheymustusetheminarunofcards(3or4inarun).
4. Theplayerthencanlaydownarunof3or4iftheyhaveone(onthetableinfrontofthemsoallplayerscansee
it).Iftheydonthavearunof3or4theyhavetodiscardoneoftheircards.Theplayersturnendswhenthey
discardacard.
5. Playerscontinuepullingcards,tryingtolayarunof3or4,playingonanotherstudentsrunof3,anddiscarding
untilaplayerdiscardshis/herlastcard.
6. Afteroneoftheplayersdiscardstheirlastcardplayersget1pointforeachcardtheyhaveinarunof3or4or
playedanotherstudentsrun.Ifstudentsstillhavecardsintheirhand,theylose1pointforeachcardtheyhave.
7. Playasmanyroundsastimeallowsoruntilsomeonehas25points.
Clarifications
Arunof3cards=3representationsofasixesfact.
Examplesofarunof3cards:
dotcard(thatshows3rowsof6),3x5and3x6
dotcard(thatshows3rowsof6),3x6and18
dotcard(thatshows3rowor6),3x5and18
3x5,3x6,and18
Arunof4cards=allthecardstorepresentasixesfact.
Examplesofarunof4cards:
Dotcard(thatshow4rowsof6),4x5,4x6,and24
Playingonanotherstudentsrunof3=Ifastudenthasthefinalcardinanotherstudentsrunof3,theymaydeclare
theyrunitbelongswithandthenkeepthecardinfrontofthem.
Pullingfromthediscardpile=Ifastudentdecidestotakeacardfromthediscardpile,theyhavetotakeallthecardsin
frontofthecardtheywantandmustusethelastcardinarun.Forexample,ifthe4thcardbackinthediscardpileis4x
5andastudentneedsthistomakearun,theywouldpullthe4x5andthe3cardsinfrontofit.Theywouldthenplay
thiscardwiththeother2or3cardstomakearun.Studentsstillmustdiscardacardtoendtheirturn.
166
20102011
167
20102011
9x5
8x5
7x5
relatedfact
relatedfact
relatedfact
6x5
5x5
4x5
relatedfact
relatedfact
relatedfact
3x5
relatedfact
168
9x6
7x6
sixesfact
8x6
sixesfact
sixesfact
6x6
sixesfact
4x6
sixesfact
5x6
sixesfact
3x6
Sixesfact
20102011
169
36
18
42
48
54
20102011
24
30
170
20102011
CoverUpMultiplybySix
Objective:Studentswillusemultiplicationstrategiestomultiplyby6.
Materials:
Gameboard
Paperclipforspinner
Directions:
1. Ontheirturn,playersspinthespinner.Thentheymultiplythenumberonthespinnerbynumbersixandthen
coveronespaceontheboardthatmatchesthatproduct.
2. Playerscontinuetakingturnsspinningandmarkingtheirquotientuntilallthespacesarefilled.Ifthereareno
morespacesforastudentsproduct,theylosetheirturn.
3. Attheendthestudentwiththemostchips,wins.
Variations:
Thefirstplayertogetsixinarowwins.Ifaplayerspinsaproductthatisalreadycovered,theymaychooseto
removetheiropponentschiportheymaystateanotherproblem(oftheirchoice)andcovertheproduct.
171
20102011
30 6 0 36 42 54 12
48 24 54 18 24 12 6
0 30 12 48 36 42 48
42 18 0 6 18 24 36
18 36 30 42 54 0 18
12 30 6 54 48 12 30
42 48 24 36 6 24 54
172
20102011
HelpingFacts:BeProductiveGamex6
Objective:Studentswillusethehelpingfactstomultiplyby6.
Gameboardinsideaclearplasticsheetprotector(byplacingthegameboardintoaplasticsheetthestudentcan
writeonitwithadryerasemarkerallowingthegametobeplayermanytimeson1board).
PaperClipforspinner
Directions:
1. Thefirstplayerspinsthespinner(withapaperclipandpencil)andmultiplesthenumberonthespinnerby6.
Thestudentthenstatesthemultiplicationfactandtheproduct.Thestudentthencrossesoffthatproduct.
2. Playcontinuesuntilaplayerhascrossedoffallthenumbers.Theplayerthatcrossesoffallthenumbersontheir
sideoftheboardfirst,isthewinner.
173
20102011
12 24 48 60 6 42 30 18 54 36
12 30 48 60 18 54 36 6 42 24
Be Productive x6
174
20102011
175
20102011
EightsFacts
Eightisverymuchlikefour,
simplydoublebutoncemore.
Since2times2times2is8,
doublethreetimesworksoutgreat!
176
20102011
177
20102011
OnceAroundx8Game
Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner
Directions:
1. Ontheirturn,studentsspinthespinnerandstatetheproblemandproduct.Theythenmovetheirmarkertothe
Variation:
Oneachturnhavestudentsdrawapictureorusemanipulativestoshowtheirproblem.
178
20102011
179
20102011
HelpingFacts:BeProductiveGamex8
Objective:Studentswillusethehelpingfactstomultiplyby8.
PaperClipforspinner
Directions:
1. Thefirstplayerspinsthespinner(withapaperclipandpencil)andmultiplesthenumberonthespinnerby8.
Thestudentstatesthemultiplicationfactandtheproduct.Thestudentthencrossesoffthatproduct.
sideoftheboard,first,isthewinner.
180
20102011
8 16 24 32 40 48 54 64 72 80
8 16 24 32 40 48 56 64 72 80
Be Productive x8
181
20102011
HelpingFacts:BeProductiveGamex6andx8
Objective:Studentswillusethehelpingfactstomultiplyby6and8.
PaperClipforspinner
BlankNumbercubelabeled:6,6,6,8,8,8
Directions:
1. Thefirstplayerspinsthespinner(withapaperclipandpencil)androllsthenumbercube.Thestudentstates
themultiplicationfactandtheproduct.Thestudentthencrossesoffthatproduct.
182
20102011
Be Productive
24 56 64 48 32 42 18 24 36 48
48 18 32 64 56 24 42 24 48 36
x6 and x8
183
20102011
CubeforBeingProductive
HelpingFacts
6
8
8
184
20102011
185
20102011
SevensFacts
Sevendoesnttakemuchtime,
eventhoughitisaprime.
Hereisallyouhavetodo,
firsttimes5thenaddtimes2.
186
20102011
187
20102011
Order,Order
Objective:Studentswillusehelpingfactstomultiplynumbers.
Spinner
Directions:
Objectofthegame:Tobethefirstplayertohavealltheboxesfilledwithproductsfromleasttogreatest.
1. Thefirstplayerspinsthespinner.Theythenmultiplythenumberby2(doublesthenumber).
2. Theplayerthenchoosesaboxinwhichtoputtheirproduct.Onceanumberiswritteninaboxitmaynotbe
moved.
3. Thenextplayerspins,multiplies,andplacesanumber.
4. Oneachplayersturntheymustplacetheproductsothatalloftheirnumbersareinorderfromleastto
greatest.Iftheycannotplaceanumber,theyloseaturn.
5. Thefirstplayertofillalltheboxeswiththeirnumbersfromleasttogreatestwins.
188
20102011
Player 1
Player 2
189
20102011
ThreeforAllHelpingFacts
Objective:Studentswillusehelpingfactstomultiplyby3,4,6,7,and8.
Directions:
multiplicationfact.
190
20102011
191
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
20102011
3
6
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
192
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
20102011
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
HelpingFacts
193
20102011
194
HelpingFacts
20102011
195
20102011
WebsitestoPracticeMultiplication/DivisionFacts
Arithmetic Four (Shodor)-
http://www.shodor.org/interactivate/activities/ArithmeticFour/?version=1.6.0_07&browser=MSIE&vendor=Su
n_Microsystems_Inc.
The game is like Connect Four. Players must answer an arithmetic fact to be able to enter a piece of their color on
the board. Operations can be selected and timer set for answering each fact.
Number Invaders - http://www.mathplayground.com/balloon_invaders.html
This game is like Space Invaders. Players choose an operation and a factor, and use the space bar and arrow keys
to launch the number (product) popper. This game can be customized to practice specific facts (e.g. multiply
by 6).
Arademic Skillbuilders - http://www.arcademicskillbuilders.com/

This website includes many games to practice multiplication and division. These games contain mixed fact
practice.
Multiplication Hidden Picture - http://www.aplusmath.com/games/picture/MultPicture.html
This game requires students to match basic facts to the answer to uncover a hidden picture. The facts in this
game are mixed.
Helping with Math - http://www.helpingwithmath.com/by_subject/multiplication/mul_games.htm - There are
several games here for students. This game can be customized to practice specific facts (e.g. multiply by 6).
Apples in the Basket - http://www.kidsnumbers.com/apple-baskets-multiplication.php
This game uses baskets of apples to how the concrete basis of multiplication. This game can be customized to
practice specific facts (e.g. multiply by 6).
Fruitshoot Multiplication http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_multiplication.htm

Students have to shoot fruit that answer the shown multiplication problem. This game can be customized to
Aquatic Speedway - http://www.multiplication.com/flashgames/aquaticspeedway.htm

In this game students race sea animals by answering multiplication problems. This game can be customized to
Product Game - http://illuminations.nctm.org/ActivityDetail.aspx?id=29

This game is a computerized version of the original Four in a Row game.
This game can be customized to
196
20102011
197
20102011
MixedStrategies
MultiplicationActivities
198
20102011
199
20102011
MultiplicationFactSorts
Objective:Studentswillbeabletoidentifythestrategygivenamultiplicationsentence.
ActivityType:WholeGroup
Note:Thesearevariouswaysforstudentstosortmultiplicationfacts.
StrategyGroups:TwosFacts(Doubles),FivesFacts,NinesFacts,ZerosandOnesFacts,andHelpingFacts
SortandStandDistributeabasicfacttoeachstudent.Thencalloutastrategyandhavethestudentsstandiftheirfact
canbesolvedusingthatstrategy.Haveeachstudentsaythefactandtheanswer.
SortandFindPostthebasicfactstrategiesaroundtheroom.Distributeabasicfacttoeachstudent.Onthecountof
threehavethestudentsfindthebasicfactstrategythatmatchestheirbasicfactandstandunderthesign.Have
studentsbegintradingcardswhiletheteacherplaysmusic.Whenthemusicstops,thestudentstakethenewcardthey
haveandgostandunderthefactstrategytheywouldusetosolvetheirproblem.
GraffitiSortHanguponelargesheetofchartpaperforeachofthefactstrategies.Putstudentsinto5groups.Each
groupwillbeginatoneoftheposterswitheverystudentusingadifferentcolormarker.Whenmusicbeginsstudents,
withouttalking,eachwritedown1fact(andtheproduct)thatcouldbesolvedwiththatstrategy.Whenthemusic
stops,studentsswitchtothenextposter.Theteachercontinuesrotatinggroupsuntileachgrouphasbeentoeach
poster.Whenfinished,haveawholegroupdiscussiontodetermineifeachofthenumbersentencesfitthestrategy.
200
20102011
SpinningFactSort
Objective:Studentswillbeabletoidentifythestrategygivenamultiplicationsentence.
ActivityType:Groupof24students
Materials:
Spinners
EachstudentneedsaSpinningFactSortGameBoardinaclearsheetprotectororlaminated
Dryerasemarker
Directions:
1. Spinthetwospinnerstofindthefact.
2. Writethefactunderthestrategyneededtosolvetheproblem.
3. Thefirststudenttohave3factsineachboxwins.
201
20102011
202
20102011
SpinningFactMultiplicationSort
Twos Facts ~ Doubles

Fives Facts
Zeros and Ones Facts

Nines Facts
Helping Facts
203
20102011
MultiplicationFourinaRow
Objective:Studentswillbeabletousemultiplicationstrategiestosolveproblems.
2paperclips
Gameboard
Counters/Chipsdifferentcolorforeachstudent
Directions:
1. Thefirstplayercoverstwonumbersbelowtheboardwiththepaperclipsandthencoverstheproductwithone
ofhis/hermarkers.
2. Ateachsucceedingturn,eachplayermaymoveonlyonepaperclip,andthentheplayercoversthe
correspondingproductwithhis/hermarker.Studentsmaystackthe2clipson1numbertoformaproblemlike
2x2,3x3,etc.
3. Thefirstplayertogetfourinarowwins.
204
20102011
ProductFourinaRow
10
12
14
16
18
15
21
24
27
20
28
32
36
25
30
35
40
45
42
48
54
49
56
63
64
72
81
205
20102011
Buzz,Buzz
Objective:Studentswillbeabletoidentifymultiplesofagivennumber.
Materials:none
Directions:
1. Studentswillneedtositinacircle.
2. Theteacherstatesanumber(e.g.4)andstudentsbegintocountoff,eachsayingonenumber;however,they
cannotsayanynumberthatisamultipleof4.Thenthereisamultipleof4,thatstudentmustsaybuzz(e.g.1,
2,3,buzz,5,6,7,buzz,etc..)Studentscontinueuntiltheteachersaysstop.
Variation:
Whenstudentsareproficientwithbuzz,theteachermightaddanothermultipleandstudentsmustsay
beepforthatone.Ifanumberisamultipleofboth,thestudentwouldneedtosaybuzzbeep.
DoubleDiceMultiplication
Objective:Studentswillbeabletousestrategiestomultiplynumbers.
Materials:
4Numbercubes(16forfactsupto6or09cubesforfactsupto9)
Chips/counters
Directions:
1.
Studentseachroll2cubes.Theymultiplythenumberstheyroll.Thestudentscomparetheproductsandthe
playerwiththelargestproductreceivesachip.
2.
Eachroundcontinuesthesameway(studentsrolldice,multiply,andawardachiptotheplayerwiththe
greatestproduct).Attheendoftheallottedtime,theplayerwiththemostchipswins.
206
20102011
MultiplicationYahtzee
Two9sidedNumberCubesor2spinnerslabeled09
Gameboardinaclearsheetprotectororlaminated
Dryerasemakers
Directions:
1. Player1rollsthe2diceandmultipliesthetwonumberstogether.Next,theplayerwritestheproblem
andtheproductontheappropriatelineontheirgameboard(i.e.4x7=28wouldbewrittenbeside
2029).
2. Player2rollsthe2diceandcontinuesasinstepone.Ifthestudentrollssomethingtheyalreadyhave
filledin,theylosetheirturn.Thefirstplayertofillupalltheirspaceswins.
207
20102011
MultiplicationYahtzee
Player1Player2
09
1019
2029
3039
4049
5059
6069
7079
8089
9099
208
20102011
MultiplicationMania
MultiplicationManiaGameBoard
Digitcards
Chips/countersonecolorforeachplayer
Directions:
1. Thecardsareshuffledandfivecardsaredealttoeachplayer.Theremainingcardsareplacedfacedownina
centerstack.
2. Thefirstplayermultipliesthenumbersontheircardsandclaimstheansweronthegameboardbycoveringit
withacounter/chip.If,duringthegame,allpossibleanswersareunavailable,theplayermissesaturn.
3. Theplayermustshowthecardsusedtomaketheanswer.Thesecardsarethendiscardedtooneside.These
arereshuffledandusedagainifneeded.
4. Theplayerthendrawstwonewcards.Ifastudentdrawsawildcardtheymayusethiscardforanynumber.
Whenaplayerusesthewildcard,theysay,TheWildCardwillbea5(oranynumber).
5. Eachoftheotherplayershasaturn.
6. Thefirstplayertomakea2x2squareoralineoffourcountersinarowisthewinner.
209
20102011
MultiplicationMania
10
11
12
15
16
18
20
21
24
25
27
28
30
32
35
36
40
42
45
48
49
54
56
63
64
72
81
12
24
36
48
56
210
20102011
211
20102011
212
20102011
213
20102011
214
20102011
DoubleDoom
Objective:Studentswillbeabletousestrategiestomultiplynumbers(16facts).
HundredsBoard
2numbercubes(16)
Directions:
1. Eachplayerstartsat0.Onyourturn,yourolltwodiceandmultiplythenumberstogether.Youmoveforward
thatnumberofspacesonthehundredschart.Ifyourolldoubles,youhavetogobacktozero!
2. Playerstaketurnsrolling,multiply,andthenaddingthatproducttotheirtotaluntilastudentreachesorpasses
100.Thefirststudenttoreachtopass100wins.
215
20102011
DoubleDoomHundredsBoard
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
216
20102011
BingTac
Multiplicationboard(1copyneededforeachgame)
2spinners
1coloredpencilforeachplayer
Directions:
1. Eachplayerchoosesonecoloredpencil/marker.Thefirstplayerspinsthespinners.Usingthecoloredpencil,
theplayerrecordsthisproductinoneoftheappropriateboxesonthegamesheet.Forexampleiftheplayer
rolls5and7,theplayermayrecordtheproduct(35)intheboxdesignatedby5x7or7x5.
2. Ifalltheappropriateproductsboxeshavebeenused,theplayerlosesthatturn.Ifaplayerrecordsaproduct
incorrectly,theplayermusterasetheincorrectproductandthentheylosethatturn.
3. Whendoublesarethrown,theplayerrecordstheproductandrollsagain.
4. Playerstaketurnsrollingthedice(spinners)andrecordingproducts.Thefirstplayerwithsixrecordedproducts
inarow,column,ordiagonalisthewinner.
Variation
1. Thenumbersonthediceandontheboardmaybevaried.
2. Bingtacmaybeplayedasanadditiongameinwhichthesumoftwodicearerecorded.
217
20102011
BingTac
x 0 1 2 3 4 5 6 7 8 9
0
218
BingTacSpinners
20102011
219
20102011
220
20102011
ChildrensLiterature
Multiplication
Title
AmandaBeansAmazingDream
AnnosMagicSeeds
AnnosMysteriousMultiplyingJar
Bunches&BunchesofBunnies
EachOrangeHad8Slices
AGrainofRice
TheKingsChessboard
MinniesDiner
OneHundredHungryAnts
OneHundredSeagullsMakesaRacket
OneRiddle,OneAnswer
PigsGotoMarket
StacksofTrouble
TooManyCooks!
TooManyKangarooThingstoDo!
Twins
TwoofEverything
2x2=Boo
WhatComesin2s,3s,and4s?
P=K2I=35
Author
CindyNeuschwander
Anna
Anno
LouiseMathews
PaulGiganti,Jr.
HelenaClarePittman
DavidBirch
DoyleAnnDodds
ElinorJ.Pinczes
BetsyFranco
LaurenThompson
AmyAcelrod
MarthaF.Brenner
AndreaBuckless
StuartJ.Murphy
BetsyFranco
LilyToyHong
LoreenLeedy
SuzanneAker
Year
1998
1995
1983
1978
1992
1986
1998
2004
1993
2003
2001
1997
200
2002
1996
2003
1993
1995
1990
Level
P/I
I
I
P/I
P/I
I
I
I
P/I
P/I
I
I
P/I
P/I
P/I
P/I
P/I
I
P/I
221
20102011
222
20102011
Division
BasicFactStrategies
Draft2
20092010
223
20102011
DivisionFactAcquisition
Itisimportantthatstudentshaveamasteryofmultiplicationfactsbeforebeginningdivisionfacts.
Additionally,anunderstandingoftheconnectionsbetweenmultiplicationanddivisioniskeytothe
acquisitionofdivisionfacts.Onesuchvehicletomakingtheseconnectionsarewordproblems.Itis
importanttonotethatinrealworldsettings,divisionofteninvolvesremainders.Earlyexposureto
theconceptofremaindersorleftoverisimportanttobuildingafoundationformorecomplex
division.
Onthefollowingpagesyouwillfindseverallessonstohelpbegintoconnectmultiplicationanddivision.
Additionallyyouwillfindassessmentsforeachofthetypesofdivisionfacts(twos,fives,ones,etc.)to
helpdiagnosewhichfactsstudentsneedtoworkon.Ifyoufindthatastudentisstrugglingwitha
particularsetofdivisionfactsgobacktothatparticularmultiplicationstrategytodetermineiftheyare
fluentwiththemultiplicationfactsforthatstrategybeforeworkingonthedivisionfacts.
Thelayoutofthissectionparallelsthemultiplicationsection:assessment,introductorylessons,and
activitiestosupporteachdivisionstrategy.
224
20102011
TypesofDivisionProblems
Researchershaveseparateddivisionproblemsintocategoriesbasedonthekindsof
relationshipsinvolved.Thesestructuresrepresentdifferenttypesofthinkingabout
division.Studentsdonotneedtobetaughtthisvocabulary(partitionandmeasurement)
butitisbeneficialtoteacherstounderstandthedifferentthoughtprocessesassociated
withthesestructures.
Partition/Partitive(fairsharing)Thenumberofgroupsisknown,thenumberineach
groupisunknown.
Mark has 24 apples. He wants to divide them equally into 4 bags (to give to his 4 friends). How many
appleswillbeineachbag?
Jakehas36piecesofcandy.Hewantstodividethemequallybetween6ofhisfriends.Howmanypiecesof
candywilleachfriendreceive?
Richardhas40matchboxcars.Hewantstoputthesamenumberofcarsoneachofhis4shelves.How
manycarswillheputoneachshelf?
Measurement(repeatedsubtraction)Thenumberineachgroupisknown,thenumberof
groupsisunknown.
Markhas24oranges.Heputthemintobagscontaining6orangeseach.HowmanybagsdidMarkuse?
Jakehas36piecesofcandy.Heisgoingtogiveeachfriend6piecesofcandy.Howmanyfriendswill
receivecandy?
Richardhas40matchboxcars.Hewantstodisplaythemonshelves.Ifheputs4carsoneachshelf,how
manyshelveswillheneed?
VandeWalleK3pg.78
225
20102011
AlternateSetof
DivisionAssessments
Timing:3secondsperquestion
226
20102011
HelpingFacts
NinesFacts
ZeroandOnesFacts
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
FivesFacts
Students
TwosFacts
StudentTrackingChartDivision
227
20102011
Name:__________________________________
Name:__________________________________
TwosFacts
TwosFacts
62=___
168=___
182=___
126=___
62=___
168=___
182=___
126=___
21=___
63=___
21=___
63=___
42=___
82=___
42=___
82=___
142=___
162=___
142=___
162=___
189=___
122=___
189=___
122=___
84=___
147=___
84=___
147=___
22=___
22=___
Name:__________________________________
Name:__________________________________
TwosFacts
TwosFacts
62=___
168=___
182=___
126=___
62=___
168=___
182=___
126=___
21=___
63=___
21=___
63=___
42=___
82=___
42=___
82=___
142=___
162=___
142=___
162=___
189=___
122=___
189=___
122=___
84=___
147=___
84=___
147=___
22=___
22=___
228
20102011
Name:__________________________________
Name:__________________________________
FivesFacts
FivesFacts
205=____
51=____
205=____
51=____
102=____
305=____
102=____
305=____
455=____
405=____
455=____
405=____
255=____
357=____
255=____
357=____
55=____
155=____
55=____
155=____
408=____
459=____
408=____
459=____
355=____
105=____
355=____
105=____
153=____
306=____
153=____
306=____
204=____
204=____
Name:__________________________________
Name:__________________________________
FivesFacts
FivesFacts
205=____
51=____
205=____
51=____
102=____
305=____
102=____
305=____
455=____
405=____
455=____
405=____
255=____
357=____
255=____
357=____
55=____
155=____
55=____
155=____
408=____
459=____
408=____
459=____
355=____
105=____
355=____
105=____
153=____
306=____
153=____
306=____
204=____
204=____
229
20102011
Name:__________________________________
Name:__________________________________
ZerosandOnesFacts
ZerosandOnesFacts
31=____
66=____
31=____
66=____
07=____
77=____
07=____
77=____
03=____
06=____
03=____
06=____
05=____
11=____
05=____
11=____
71=____
91=____
71=____
91=____
04=____
01=____
04=____
01=____
02=____
08=____
02=____
08=____
99=____
09=____
99=____
09=____
61=____
33=____
61=____
33=____
Name:__________________________________
Name:__________________________________
ZerosandOnesFacts
ZerosandOnesFacts
31=____
66=____
31=____
66=____
07=____
77=____
07=____
77=____
03=____
06=____
03=____
06=____
05=____
11=____
05=____
11=____
71=____
91=____
71=____
91=____
04=____
01=____
04=____
01=____
02=____
08=____
02=____
08=____
99=____
09=____
99=____
09=____
61=____
33=____
61=____
33=____
230
20102011
Name:__________________________________
Name:__________________________________
NinesFacts
NinesFacts
459=____
637=____
459=____
637=____
182=____
369=____
182=____
369=____
546=____
99=____
546=____
99=____
729=____
273=____
729=____
273=____
549=____
819=____
549=____
819=____
639=____
455=____
639=____
455=____
364=____
279=____
364=____
279=____
728=____
189=____
728=____
189=____
Name:__________________________________
Name:__________________________________
NinesFacts
NinesFacts
459=____
637=____
459=____
637=____
182=____
369=____
182=____
369=____
546=____
99=____
546=____
99=____
729=____
273=____
729=____
273=____
549=____
819=____
549=____
819=____
639=____
455=____
639=____
455=____
364=____
279=____
364=____
279=____
728=____
189=____
728=____
189=____
231
20102011
Name:__________________________________
Name:__________________________________
HelpingFacts
HelpingFacts
123=____
164=____
123=____
164=____
497=____
486=____
497=____
486=____
324=____
243=____
324=____
243=____
124=____
648=____
124=____
648=____
217=____
284=____
217=____
284=____
183=____
328=____
183=____
328=____
426=____
488=____
426=____
488=____
2873=____
213=____
2873=____
213=____
567=____
244=____
244=____
567=____
Name:__________________________________
Name:__________________________________
HelpingFacts
HelpingFacts
123=____
164=____
123=____
164=____
497=____
486=____
497=____
486=____
324=____
243=____
324=____
243=____
124=____
648=____
124=____
648=____
217=____
284=____
217=____
284=____
183=____
328=____
183=____
328=____
426=____
488=____
426=____
488=____
2873=____
213=____
287=____
213=____
567=____
244=____
244=____
567=____
232
20102011
IntroducingDivision:TheDoorbellRang
Objective:Studentswillbeabletorepresentdivisionwithmanipulatives.
Studentswillbeabletorepresentdivisionwithanumbersentence.
Studentswillbeabletoconnectdivisionfactstomultiplicationfacts.
ActivityType:Wholeclass
TheDoorbellRangHutchins
Counters
ActivitySheet
Warmup:Askstudents,Whatdoesitmeanifwedividesomething.Sharestudentresponses.Askstudentstoturn
andtalktotheirneighboraboutreasonswewouldneedtodividesomething.Letstudentsknowthatyouwillcallon
studentstosharetheirpartnersresponsesotheywillneedtolistencarefullytowhattheirpartnersays.Recordsome
ofthestudentresponsesonchartpapertopost.
WholeGroup:
1. ReadTheDoorbellRangtotheclass.Beginbyselecting13volunteerstoactasyouarereadingthestory.Tell
eachofthestudentsthenameofthecharacterthatheorshewillbe.Onestudentwillbethedoorbellringer.
(Instructthedoorbellringertoringthebelleachtimeyoureadasthedoorbellrings.)Instructthe
actors/actressestocomeupfrontwhentheyheartheirnameinthebook.
2. ReadTheDoorbellRangbyPatHutchins.Havetwostudentsstartupatthefront.Thesetwostudentswillhave
todividethe12cookiesupbetweenthemselves.Eachtimethedoorbellrings,morestudentscomeup.Each
timestudentsneedtodividethecookiesamongthemselves.Asstudentsdividethesecookiesup,askstudent
howwecouldrecordthedivisionwithanumbersentence.
3. Youmaywanttoreadthebookthesecondtimeandhavedifferentstudentsactthistimesothateveryone
hastheopportunity.
4. Askstudentsquestionslike,Whathappenedwhenwehadtodividebymorepeople?,Howwouldyou
completethissentence?Themoregroups/peopleyouhavetodividebythe______etc
5. HavestudentscompleteTheDoorbellRangsheet.Studentswillusethissheettomodeldivisionastheyare
showinghowmanycookieseachofthechildrengotinthestoryeachtimethatthedoorbellrang.Have
studentsusechipstorepresentthecookiesandthenrecordtheirdrawingsandnumbersentencesontheir
sheets.Askstudentsifthereisamultiplicationsentencethatwecouldusetoalsorepresentoursituation(to
maketheconnectionbetweenmultiplicationanddivision).
Closure/Assessment:Poseanewquestiontostudents:Ihave48cookiesand8students.Howmanycookieswill
eachgroupreceive?Askstudentstomodelandsolveusingtheirchips.Havestudentschecktheirresponseby
usingmultiplication.
(continuednextpage)
233
20102011
Homework:Bringinasmallbagofitemsfromhomethatwecandividetomorrow.Tomorrowfollowupbyhaving
studentsbringuptheiritemsandchoosestudentstodividetheitemsbetween.Aftertheyhavedividedtheitems,
thenhaveastudentsusetheirwhiteboardstomodelthesituationwithadivisionsentence.
Extend:Increasethenumberofcookiesgiventogiftedchildrenand,duringindependentpractice,givethemamore
difficultproblemtowork.
Remediation:Allowchildrentouselargerobjectstoanswersimplerproblems.Thesestudentsmayneedpaper
platesorcupstorepresenteachchild(whentheyaredividingoutgroups).
234
20102011
TheDoorbellRang
PeopleattheTable
VictoriaandSam
DrawaPicturetoRepresenttheNumberofCookies
eachwillreceive
DivisionSentence
Victoria,Sam,Tom,and
Hannah
Victoria,Sam,Tom,
Hannah,Peter,andhis
littlebrother
Victoria,Sam,Tom,
Hannah,Peter,little
brother,Joy,Simon,and
4cousins
235
20102011
HowCloseCanYouGet?
Objective:Studentswillbeabletothinkmultiplicationtoproblemsinvolvingdivision.
Studentswillbeabletoconnectnearfactstoremainders.
ActivityType:Wholeclass
Materials:
FactFamilyHouse
DivisionHousesforeachstudent
Chartpaperforeachsmallgroup
Markers
Cubes(thebasetenunitscubesworkwell)
Warmup:
1. Havestudentsgeneratealistofideasaboutthingsthatwedivideandwhywemightdividethem.Postthislist
onlargechartpaper(lateronchildrencanusethislisttogeneratetheirownmathdivisionproblems).
2. Discusshowwearenotalwaysabletodivideequally;sometimeswehaveleftoveroraremainder.
WholeGroup:
1. SaytotheclassSupposeIhave3boysandIwillgiveeachboy4piecesofcandy.Whatmultiplicationsentence
canIwritetorepresenthowmanypiecesofcandyIhavealtogether?(3x4=12).
2. Asktheclass,Suppose,now,Ihave12piecesofcandyandIwant2boystosharethat
candyequally.CouldIwriteamultiplicationsentenceforthis?Istheremissing
information?(Yes>2x___=12).Usethisproblemtodiscusshowwecanalsowrite
thisasadivisionsentence.
3. Usethefactfamilyhousetoshowthemthatthedivisionfactscanbeturnedaround
intomultiplicationtohelpthemsolvedivisionproblems.ExplainthatMultiplication
andDivisionarerelatedlikeAdditionandSubtraction.Whenstudentscreatethe
divisionsentencesbesuretoaskquestionslikeWhydoesthe12havetobeinthefirst
box?Whydoesnt3dividedby12work?Canyoumodelthatwithchips?
4. Explaintotheclassthattodaytheywillsolveproblemswherethingshavetobedivided.Sometimesthese
thingscanbedividedequallyandsometimestheycannot.Itistheirjobtousetheirmultiplicationskillsand
strategiestohelpthemsolvetheseproblems.
GroupWork:
5. ShowstudentstheDivisionHouseandreadtheproblemThereare_______toysintheattic.Ifwedivide
thesetoysequallyamongalltherooms,howmanytoyswillbeineachroom?Askstudentstogiveyoua
numberoftoysthattheywantinourattic.Fillthatnumberinandhavestudentsusetheircubestofigureout
howmanytoyswouldbeineachroom.
236
20102011
6. Posethefollowingquestiontoeachgroup,WhenIdividethetoysequallybetween2rooms,isthereapattern
withthenumbersthatdivideequallywithnoremainders?Askstudentstotryoutdifferentnumbers,record
themontheirchartpaper,andtrytofindapattern.
7. Asstudentswork,askstudentsquestionstohelpfindthepattern(thatallevennumbersdivideequally).
Closure:
8. Haveeachgroupshareanumberthatdividedequally.Discussthepatternstheyfoundandhowmultiplyingby2
helpsthemwhentheyaredividingby2.
Extension:
1. Forgroupsthatfindthepattern,havethemuseahousewithadifferentnumberofrooms.
2. Inanotherlessoneachgroupcouldbeassignedadifferenthouse(withdifferentnumbersofrooms)tofindthe
patternoftheanswerswithnoremainders.
237
20102011
238
There are _______

toys in the20102011
attic. If we
divide these toys
equally between all the
rooms, how many toys
will be in each room?
Remainder or
Number of Left
Over Toys
239
There are _______

toys in the attic. If we
these
20102011
divide
toys equally
between all the rooms,
how many toys will be in
each room?
Remainder or
Number of Left
Over Toys
240
There
are
_______
20102011
toys in the attic. If
we divide these toys
equally between all
the rooms, how many
toys will be in each
room?
Remainder or
Number of Left
Over Toys
241
are _______
There 20102011
toys in the attic. If
we divide these toys
equally between all
the rooms, how many
toys will be in each
room?
Remainder or
Number of Left
Over Toys
242
There are
_______
toys in
20102011
the attic. If we
divide these toys
equally between
all the rooms,
how many toys
will be in each
Remainder or
Number of Left
Over Toys
243
There are _______ toys
20102011
in the attic. If we divide
these toys equally
each room?
Remainder or
Number of Left
Over Toys
244
20102011
these toys equally
each room?
Remainder or
Number of Left
Over Toys
245
20102011
these toys equally
each room?
Remainder or
Number of Left
Over Toys
246
20102011
ARemainderofOneLesson
ActivityType:Wholeclassandsmallgroup
Materials:
ARemainderofOnebyElinorJ.Pinczes
Counters25pergroupfortheIntroductiontothelesson
Countersbetween20and50forthegroupproblemsolvingportionofthelesson
Chartpaperforrecordinggroupwork
Note:3Dcountersworkbestsothatstudentscanstandtheminrowsliketheants.Suggestionsincludebearscounters,
bugcounters,cmcubes,orinformalmanipulativessuchagummybears.But
Warmup/WholeGroup:
1. ShowthestudentsthebookARemainderofOneandaskstudentstopredictwhatthetitlemeansandhowit
mightapplytothestory.
2. Readthestorytostudents.Askthemtolookforthemaththeyseeinthestory.Throughoutthereading,the
teacherwillpauseallowingforstudentstocomment.Also,theteacherwillaskthestudentsforalternative
solutionsthattheybelievemaybepossibleforJoesproblem.
SmallGroupWork:
3. Giveeachgroup25counters.Rereadthestoryandthistimehaveeachgroupmodelthedivisioninthebook.
Askstudentsprobingquestionssuchas,Whatpatternsdoyounoticeinthedivision?,etcVariation:Ifyour
classhas25students,modelthebugsquadronswithstudents.Besuretocheckthestudentsworkfor
understandingastheywork.
4. Collectcountersandputstudentsintogroupsof4.Distributeanewsetofcounters2050pergrouporyou
maywanttoletstudentschoosetheirownmanipulative.
5. Afterallmembersagreeonanumberofmanipulativestoworkwith,studentsinthegrouparetofindwaysto
createmarchinggroupsjustasJoehadtodowithinARemainderofOne.Allanswers/strategiesmustbe
recordedonchartpapertosharewiththeclass.
6. Thestudentsmaygroupinanywaytheywish,withanynumberofmanipulativestheywishrangingagain,
betweentwentyandfifty.If,whengroupingthemanipulatives,studentshaveanyremainders,theymuststate
sowithintheirrecordings.
7. Throughouttheproblemsolvingactivity,walkaroundtheroom,observingthestudentstomakesurethatall
studentsarestayingontaskandparticipatingwiththeirgroupmembers.Besuretospendtimewitheach
group,askingforstudentsreasoning,alongwithencouragingnewstrategies.
(continuedonthenextpage)
247
20102011
Closure:Eachgroupwillhaveanopportunitytoshareuptofivestrategiesthattheyfoundwhenworkingwiththeir
manipulatives.Duringthistime,studentsaretoalsospecifyhowmanymanipulativestheychosetoworkwith.Be
suretoaskthosestudentswhoarenotsharingtheirfindingsiftheymaythinkofastrategythatthegroup
presentinghadnotthoughtof.
Variation:IfyoubelieveyourstudentsneedmorestructuretotheirproblemsolvingfeelfreetousetheRemainder
OneVariationSheettohelpguidetheirexploration.
248
20102011
RemainderOneVariation
1.
Figureoutwhatwouldhappenif20bugstriedtogroup
themselvesinto1line,2lines,3lines,andsoonupto10
lines.Howmanybugscouldbeineachline?Willtherebe
anybugsleftover?
Recordyouranswerlikethis:
1lineof_____witharemainderof____
2linesof_____witharemainderof____
2.
Chooseanothernumberofbugsanddotheactivityagain.
249
20102011
RemainderRace
ActivityType:Groupsof24players
Materials:
1differentcolorcounterforeachplayer
Gameboard
Paperclipforspinner
Directions:
1. EachplayerbeginsbyplacingamarkeronSTART(43).Numbersonthepatharedividends.Thenumberspun
becomesthedivisor.
2. Thefirstplayerspinstodetermineadivisorfor43.Theplayerthencompletesthedivision,statestheresulting
divisionproblemwiththeanswer,andmovesaheadthenumberofspacesequaltotheremainder.Example:If
7isspun,theplayersays,43dividedby7equals6witharemainderof1andmovesonespace.
3. PlayersalternateturnsuntiloneplayerreachesorgoesbeyondFINISH.
Questionsfordiscussionafterthegame:
Whichnumbersdidyouprefertospin?Explainwhy.
Whynumbersdidyouprefertolandon?Explainwhy.
Whatstrategiesdidyouusetofindyouranswer?
250
43 17 23 33 51 39 35 41 26 19 47
37
40 25 32 44 29 16 48 34 50 21 57 45
38
51 23 31 42 19 28 49
27
RemainderRace
20102011
End
36
41 44 35 24 18 37 20
31
Start
30 22 47 29 15 46
43
251
20102011
252
20102011
Twos(Doubles)Facts
Themainstrategythatwillbeusedwithdivisionfactsisdivisionasthinkmultiplication.Whenused
inthisthinkmultiplicationmanner,thechildusesknownmultiplicationfactstofindtheanswer.In
thiscasestudentsshouldthinkhalfwhendividingby2.Ifchildrenarestrugglingwiththesefactsbe
suretheyhavemasteredthesemultiplicationfactsfirst.
10
12
14
16
18
10
12
14
16
18
253
20102011
254
20102011
TwosDivisionFactLesson
Objective:Studentswillbeabletodividenumbersinvolving2.
ActivityType:Wholeclass,groups
Materials:
Bagswithvariousevennumbersofitemsineachbag(eachgroupshouldhaveadifferentbag)
Paperplates(optional)
Directions:
1. Arrangestudentsintopairs.Distributeabagofcounterstoeachpair.Haveadifferentnumberofcountersin
eachbagbutmakesuretheyallhaveanevennumber.
2. Askeachpairtofindouthowmanycountersareinthebagandthendividethemequallybetweenthemselves.
Ifdesired,distributetwopaperplatesforstudentstousewhendividingandorganizingtheircounters.Allow
timeforstudentstocompletethisactivity.
3. Selectonepairofstudentstosharewhattheydiscoveredabouttheirbagofcounters.Havethemshare,how
manycounterstheyhadaltogetherandhowmanyeachpersonreceivedwhentheydividedthem.
4. Asktheclassifthereisanumbersentencethatcouldbewrittentodescribewhathappenedwiththispairsbag
ofcounters.AstheysharerecordtheinformationonthePairSharingOverheadorchartpaper.Continue
allowingpairstoshareandhavingtheclassgivethedivisionnumbersentencethatfitseachpairssetof
counter.
5. Onceeveryonehashadanopportunitytosharetheirresults,askwhatpatterntheyseeinthenumbersentence.
Askwhatpatternstudentsseewhentheydivideby2(whendividingby2youarefindinghalf).Askstudentsif
thereisamultiplicationstrategythatwehavelearnedthatisrelatedtothisstrategy.Discusshowtheycanuse
whattheyknowfrommultiplicationtohelpthemwithdivision.YoumaywanttousetheFactFamilyHouse
here.
Closure:Askeachpairofstudentstomakeaposterfordividingby2tohelpotherslearntheirdivisionfacts.
Discusspossibleillustrationstheycoulduse.Allowtimeforstudentstocompletetheirpostersandtosharesome.
255
20102011
PairsSharing
Numberof
Counters
Numberof
People
Numberof
Counterseach
received
NumberSentence
256
20102011
TwoPairsArrayGame
Objective:Studentswillbeabletodividenumbersinvolving2.
Materials:
SetofDoubleArrayCards
SetofDoubleArrayFact
Directions:
1. Shuffleormixupthecards.Spreadthemoutonthetablefacedown.
2. Firstplayerturnsovertwocards.Ifoneisabasicfactandtheotheronethearraythatmatchesit,itsa
matchandtheplayerkeepsthecardsiftheycancorrectlystatethequotient.
3. Ifitisnotamatchorhe/shegivesthewronganswer,theplayerputsthembackfacedownonthetable.
4. Eachplayertakesturnstryingtomatchthefacttothearray,keepingthematchesandreplacingthe
unmatched.
5. Thegameendswhentherearenomorematchestobemade.
6. Theplayerwiththemostmatcheswins.
257
20102011
TwoPairsGameFactCards
22
42
62
82
102
122
142
162
182
202
258
20102011
259
20102011
260
20102011
FivesFacts
Themainstrategythatwillbeusedwithdivisionfactsisdivisionasthinkmultiplication.Whendone
inthisthinkmultiplicationmanner,thechildusesknownmultiplicationfactstofindtheanswer.If
childrenarestrugglingwiththesefactsbesuretheyhavemasteredthesemultiplicationfactsfirst.
10
15
20
10
15
20
25
30
35
40
45
30
35
40
45
261
20102011
262
20102011
NickelFivesGame
Objective:Studentswillbeabletousemultiplicationstrategiestohelpthemsolvedivisionproblemsinvolving5.
Materials:
NickelFiveGameCards
1Nickel
Directions:
1. Flipthenickelcallingheadsortails.Thewinneroftheflipgoesfirst.
2. Shuffleormixupthecards.Layfacedownonthetableinsixrowswithfiveineachrow.
3. Winneroftheflipturnsoverthreecards.IftheymakeaNickelFivedivisionsentence(onethathas5asthe
divisor),theplayerkeepsthecards.Ifnot,he/shereturnsthemtotheirplaces.Forexample,ifastudentpicks
up15,5,and3theycouldkeepthecardsbyshowingthat15dividedby5equals3.
4. Playersrotateturnstryingtopickupthreecardsthatwillmakefivesfact.
5. Thegameisoverwhennomorefactscanbemade.Theplayerwiththemostcardswinsthegame.
263
20102011
NickelFivesGame
10
10 15 20 25
30 35 40 45 50
264
20102011
ZerosandOnesFacts
Studentsneedtoseetheconnectionbetweenmultiplicationanddivision.Ifstudentshavetroubledividingby
one,theydonotunderstandtheIdentityPropertyinMultiplication(anynumbermultipliedby1equalsitself).
Beforetacklingdivision,makesurestudentshaveasolidunderstandingofmultiplicationandthepatternsit
creates.
265
20102011
266
20102011
SnapCubeDividingLesson
Objective:Studentswillbeabletomodeldivisionby1usingmanipulatives.
ActivityType:Wholeclass,groups
Materials:
SnapCubes(forpairsofstudents)
.75inchgridpaper
Directions:
1. Distribute10snapcubesandapieceofgridpapertoeachpairofstudents.
2. Usingadocumentcamera/overheadmakeatrainofcubesthatis6cubeslong.Askstudentstodescribethe
train.Studentresponsesmyinclude:itis6cubeslong,itissixcubeslongandonecubewide,itusesonlyone
rowofcubes,itisonebysixoronerowofsixcubes,etc.
3. Instructstudentstoworkwiththeirpartnersandmakeasmanydifferenttrainsaspossibleusingonlyonerow
oronecolumn.Explainthatnotrainshouldhavemorethan10cubesinit.Allowtimeforstudentstocreateall
possibletrains.
4. Instructstudentstoorganizethetrainsontheirdeskfromsmallesttolargest.Thenaskthemtolookforany
patternstheymightsee.Studentsshouldsharethattheyallhaveonlyoneroworcolumnofcubes;they
increasebyoneastheygetbigger.
5. Askifanyonecanthinkofanyeasywaytodescribethetrainsusingnumbersanddivision.Ifnecessary,askfora
numbersentence.StudentsshouldcomeupwithNumber1=Number.Theymaygivespecificexamples.
6. Discusshowthetrainmodelsdividinganumberbyone.Returntothetrainyoumadeontheoverheadorwith
cubes.
7. Askwhatnumbersentencewewouldwriteforthistrain(61=6).Repeatwithseveraltrainsmadeby
studentstomakesurethatstudentsseetheconnectionbetweenthephysicalmodelandthenumbersentence.
Thenumbersentencesimplydescribesthemodelinnumbersandsymbols.
8. Instructstudentstorecordalloftheirtrainsonthegridpaperandwriteanumbersentenceforeach.
Closure:HavestudentsplayDivideby1concentration.
267
Divideby1ConcentrationCards
20102011
81
51
41
31
31
91
61
71
71
41
11
21
81
51
61
91
268
20102011
11
21
269
20102011
270
20102011
ZerosMathMysteries
Objective:Studentswillbeabletousemultiplicationstrategiestohelpthemsolvedivisionproblemsinvolving0.
ActivityType:WholeGrouporSmallGroups
Materials:
ZerosDivisionFactStories
Directions:
1. Modelthefollowingproblemwiththewholegroup:
a. Thereisnosodainthefridge.Howmanycansofsodacan3friendseachhave?
2. Askstudents:
a. Whatinformationdoweknowinthisstory?
b. Whatcouldwedrawtorepresentthissituation?
c. Whatnumbersentencecouldwewritetosolvethisproblem?
3. Havestudentsreadthestoriesandchoose3tosolve.Theywilldrawapicture,writeanumbersentence,and
thentrytodeterminethepatternwhendividingby0.
271
Name:________________________
MathMysteries
20102011
Directions:Choosethreenumberstories.Onthenextpage,drawapictureofthestoryand
writeanumbersentence.Whenyouarefinisheddeterminewhatisthesameaboutthese
problems.
After5days,Bensplantgrew10cmtallerwhiletheheightofJacksplantdidnotchange.
HowmuchdidJacksplantgroweachday?
Matthewhasnomoney.Ifthreefriendsasktoborrowthesameamountfromhim,howmuch
canhegiveeachfriend?
EmmaandAshleyseeanemptychocolateboxonthetable.Howmanychocolatescanthey
eachhave?
Therearenobottlesofwaterintherefrigerator.Howmanybottlesofwatercan5friends
eachhave?
TherollercoasteratHersheyParkhas6cars.Eachcarwasempty.Howmanypeople,intotal,
wereontherollercoaster?
Natashalikestomakeomeletsusing3eggseachtime.Shehasnoeggs.Howmanyomelets
canshemake?
272
Drawapictureofyourstoryhere.
Whatnumbersentencewouldyou
writetosolvethisproblem?
20102011
Whatisthesameaboutallof
thesenumberstories?What
patternsdoyouseebetween
theproblems?
273
20102011
Raceto100
Objective:Studentswillbeabletousemultiplicationstrategiestohelpthemsolvedivisionproblemsinvolving0,1and
2.
ActivityType:SmallGroupsof24players
Materials:
1blankcubelabeled:2,4,8,10,16,24(CubeA)
1blankcubelabeled:0,0,1,1,2,2(CubeB)
Eachplayerneedsablankpieceofpapertokeepscore.
Directions:
1. Thefirstplayerrollsbothcubes.
2. TheplayerdividesthenumberrolledonCubeAbythenumberofCubeB.Theplayerthenaddstheresulting
quotienttozeroandrecordsthetotalontheirsheetofpaper.
3. Eachoftheotherplayershasaturn.
4. Foreachnewround,theplayeraddsthenewtotaltotheirprevioustotalsothattheykeepacumulativetotal.
5. Thefirstplayertoreachatotalof100ormoreisthewinner.
274
20102011
CubeAforRaceto100
24
2
10
16
275
20102011
CubeBforRaceto100
0
1
1
276
20102011
NinesFacts
18
27
36
45
54
63
72
18
27
36
45
54
63
72
81
277
20102011
278
20102011
NinesDivisionFactIntroductionLesson
Objective:Studentswillbeabletodevelopstrategiestodividenumbersinvolving9.
ActivityType:WholeClass,Groupsof23
Materials:
hundredschartforeachstudent
patternswithNiftyNines
Warmup:
1. Distributehundredscharts.Instructstudentstoskipcountbyninesandcoloreachdividendofnine.Once
finished,askstudentstostudythechartforpatternsandrecordtheirideasintheirjournals.
2. Displayahundredschartontheoverhead/documentcamera.Allowstudentstosharethepatternstheyfound
anddiscusshowtheymighthelpstudentsrememberninesfacts.Recordtheirideasonchartpaper.Someof
thepatternsmayinclude:
a. Diagonallineonthechart
b. Sumofthedigitsofeachdividendequals9
c. Youcancountup123456789onthetensdigitofthedividendsandthencountup12345678
9ontheonesdigitofthedividends.
PairsWork:
3. DistributeacopyofPatternswithNiftyNinestoeachstudent.Inpairshavestudentscompletethisactivity.
Closure:(WholeGroup)
4. Gathertogetheragain.Discusswhattheynoticedfromthechart.Recordtheirideasonchartpaper.Onenew
patterntheymayhaveseenisthatthefirstdigitofeachdividendisonelessthanthequotient.(549=6).
279
20102011
HundredsBoard
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
280
20102011
PatternswithNiftyNines
Intheboxbelow,completethePatternswithNinesfactsbyfillingineachproduct.Use
manipulativesoryourhundredschartifyouneedto.
Directions
0 9 = _____
DescribethepatternsyoufindinthelistofNiftyNines
9 9 = _____
onthelinesbelow.
18 9 = _____
Explainhowthesepatternscanhelpyourememberthe
27 9 = _____
facts.
36 9 = _____
UsethelistofpatternsyourecordedabouttheNines
patternsyoufoundontheHundredsChart.Comparethemtothe
45 9 = _____
onesyoufoundhere.
54 9 = _____
63 9 = _____
72 9 = _____
81 9 = _____
90 9 = _____
281
20102011
NiftyNinesGame
Objective:Studentswillbeabletousestrategiestodividenumbersinvolving9.
Materials:
Gameboardlaminatedorinaclearplasticsheetprotector
Dryerasemarker
Spinnersforeachgroup
2Paperclipsforeachgroup(forthespinner)
Counter
Directions:
1. Playeronespinsbothspinners.He/shedividesthedividendbythedivisorandrecordsthequotientonthesheet
ofpaper.Iftheplayersquotienthasaremainderortheygiveanincorrectanswer,therecordazeroforthe
round.
2. Player2spinseachspinner.He/shedividesthedividendbythedivisorandrecordsthequotientonthesheetof
paper.Iftheplayersquotienthasaremainderortheygiveanincorrectanswer,theyrecordazeroforthe
round.
3. Theplayerwiththelargestquotientwinstheroundandgetsacounter.
4. Playersrepeatthespinningandwriting9moretimes.
5. Thewinneristheplayerwiththemostcounters.
282
20102011
NiftyNinesGame
1. Playersspinbothspinners.Theydividethedividendbythedivisorandrecordthequotientonthesheetof
paper.Iftheplayersquotienthasaremainderortheygiveanincorrectanswer,theyrecordazeroforthe
round.
2. Theplayerwiththelargestquotientwinstheroundandgetsacounter.
3. Playersrepeatthespinningandwriting9moretimes.
4. Thewinneristheplayerwiththemostcounters.
Round
Player1Problem
Quotient
Player2Problem
Quotient
10
283
20102011
NiftyNinesGameSpinner
Dividend
Spinner
Divisor
Spinner
284
20102011
HelpingFacts
12
18
21
24
12
16
24
28
32
18
24
36
42
48
21
28
42
49
56
24
32
42
56
64
285
20102011
286
20102011
DoublePairsPosterActivity
Objective:Studentswillbeabletousearraysandthedouble/halfstrategytofindsolutionstofoursfacts.
Materials:
Gridpaper
Scissors
GlueorTape
Markersorcrayons
ChartorConstructionpaper
Directions:
1. EachpairofstudentswillcreateaposterfortheFoursasDoublePairsfacts.Besurethatthereisagroupto
makeaposterforeachoftheFoursFacts.
2. Shadeorcolorinarectangulararrayonthegridpaperforadivisionfactwhosedivisorisfour.(124would
havearectanglewithfourrowsofthreesquarescoloredorshaded.)Cutitoutandglueitonapieceofblank
paper.
3. Shadeorcolorinasecondarraythatisexactlythesameasthefirstone.Useadifferentcolormarkerorcrayon,
ifdesired.Cutitinhalfsothatyouhavetwoequalgroupsofrowsineachhalf.Discardonehalfofthenew
array.Gluetheremaininghalftothesamepaperthathasthefirstarray.
4. Writeadivisionfactforeacharray.
62=3
12 4 = 3
5. MakedisplaysforalltheFoursasDoublePairsfactsforaclassbulletinboard.
6. Whenstudentsfinish,havethemfillintheirpatterninthePatternsinaTable.
Closure:HaveawholegroupdiscussionaboutthepatternsdiscoveredinFours.
287
20102011
PatternsinaTable
Whatpatternscanyoudiscoverwhenyoucomparethequotientsofanumberwhenits
dividedby2(half)anditsdividedby4(half,half)?Fillinthefactsthatyourgroupdiscovered
whilecreatingyourFoursasDoublePairsfacts.
Dividend
12
16
20
24
28
32
36
40
288
20102011
LookatArraysforFoursasDoublePairs
HELPWANTED:WeneedtalentedartiststocreateposterstohelpstudentslearntheirFours
asDoublePairsfacts.
YOURTASK:CreatepostersfortheFoursasDoublePairsfacts.
1. EachpairofstudentswillcreateaposterfortheFoursasDoublePairsfacts.
2. Shadeorcolorinarectangulararrayonthegridpaperforadivisionfactwhosedivisoris
four(124wouldhavearectanglewithfourrowsofthreesquarescoloredorshaded).
Cutitoutandglueitonapieceofblankpaper.
3. Shadeorcolorinasecondarraythatisexactlythesameasthefirstone.Useadifferent
colormarkerorcrayon,ifdesired.Cutitinhalfsothatyouhavetwoequalgroupsof
rowsineachhalf.Discardonehalfofthenewarray.Gluetheremaininghalftothe
samepaperthathasthefirstarray.
4. Writeadivisionfactforeacharray.
62=3
12 4 = 3
5. MakedisplaysforalltheFoursasDoublePairsfactsforaclassbulletinboard.
289
20102011
Half,HalfFourinaRow
Objective:Studentswillbeabletousethehalfandhalfagainstrategytofindfoursfacts.
1GameBoard
1numberspinner
1half,halfFourinaRowSpinner
Recordingsheetforeachstudent
Directions:
1. Playerstaketurnsspinningbothspinners.Iftheyspin32halftheyneedtofirstfillintheirspinontheir
recordingsheet,andthencoverthespaceontheboardwhichanswerstheirspin.Note:therecordingsheetis
importantsothatstudentscanseethatwhentheyhalfthisisa2factandwhentheyhalf,half,itisa4fact.
placetheirchipinthatspotortheycanchooseanotherspaceontheboardtocover,aslongastheycanstate
thedivisionfacttoclaimthatspace.
3. Thefirstplayertocover4spacesinarowwins.
290
20102011
Half,HalfFourinaRow
10
10
291
20102011
292
Half,HalfFourinaRow
Spinners
20102011
Half,HalfFourinaRow
StudentRecordingSheet
Numberon
Spinner
Fillin
H=Half
HH=Half,Half
Division
Expression
Quotient
293
20102011
294
20102011
DIVISIONGAMESTHATCANBE
USEDTOPRACTICEANY
FACTSSTRATEGY
295
20102011
296
20102011
CoverUpDivision
AllFacts
Thisgamecanbeusedforanyspecificdivisionfact.Forexample,ifyouwantstudentstopracticedividingby5,use
thisgameboardandthe5spinner.
Objective:Studentswillusedivisionstrategiestodividebasicfacts.
Materials:
Gameboard
Paperclipforspinner
Spinnerforthedivisionfactsstudentsareworkingon
Directions:
1. Ontheirturn,playerschoosethespinnerthattheywanttouseforthisturn.Theyspinthespinner.Theydivide
thenumberonthespinnerbythenumberbesidetheirspinnerandthencoveronespaceontheboardthat
matchesthatquotient.
2. Playerscontinuetakingturnsspinningandmarkingtheirquotientuntilallthespacesarefilled.Ifthereareno
morespacesforastudentsquotient,theylosetheirturn.
3. Attheend,thestudentwiththemostchipswins.
Differentiation:
Ifstudentsneedtoworkondifferentfacts,eachstudentcanusethespinnerforthefactstheyneedtowork
on.Forexample,(usingthesamegameboard)onestudentmayhavea3spinner,anotherplayermightbe
usinga6spinner,etcThisworksbecausethequotientsofallthefacts(09)arethenumbers(010).
297
20102011
CoverUpDivisionGameBoard
five
two
seven
six
zero
three
nine
9
one
four
eight
298
20102011
CoverUpDivisionGameBoard
one
seven
zero
six
two
nine
8
eight
five
four
three
299
20102011
TigerLand
AllFacts
Thisgamecanbeusedforanyspecificdivisionfact.Forexample,ifyouwantstudentstopracticedividingby5,use
thisgameboardandthe5spinner.
Objective:Studentswillusedivisionstrategiestodividebasicfacts.
Materials:
Pawn(differentcolorpawnforeachplayer)
Gameboard
Paperclipforspinner
Spinnerforfactsthatyouwantstudentstopractice
Directions:
1. Ontheirturneachplayerspinstheirspinner.Theydividethenumbertheyspinbythenumberwrittenbeside
thespinner.Theymovetheirpawntotheclosestspacewiththeirquotient.
2. Playerscontinuetakingturnsspinning,dividing,andmovingtothenextclosestquotientuntiloneplayerlands
onthelastspace.
3. Togettothelastspinner,theplayermusthaveaquotientwhichiseven.
Differentiation:
300
20102011
301
20102011
FourinaRow
AllFacts
Objective:Studentswillbeablethedoubleanddoubleagainstrategytofindfoursfacts.
1ThreeinaRowGameBoard
1numberspinner
Directions:
1. Ontheirturn,playersspinthedivisionspinner(forthefactstheyneedtoworkon).Theythendividethe
numberonthespinnerbythenumberbesidetheirspinner.Theplayercoversaspaceontheboardwiththis
quotientwithoneoftheirchips.Iftherearenomorespaceswiththeirquotienttheplayerlosestheirturn.
2. Playerscontinuetakingturnsspinning,dividing,andcoveringthequotientuntiloneplayerhas4countersina
rowontheboard.
Variation:
placetheirchipinthatspotortheycanchooseanotherspaceonboardtocover,aslongastheycanstatethe
multiplicationfacttoclaimthatspace.
Differentiation:
302
20102011
Four in a Row
10
10
10
303
20102011
304
20102011
BeProductiveGame
AllDivisionFacts
Objective:Studentswillusethehelpingfactstomultiplyby6and8.
PaperClipforspinner
Spinnerwiththefactsstudentsneedtopractice
Directions:
1. Thefirstplayerspinsthespinner(withapaperclipandpencil)anddividesbythenumberbesidethespinner.
Thestudentthenstatesthedivisionfactandthequotient.Thestudentthencrossesoffthatquotient.
305
Be Productive
20102011
0 1 2 3 4 5 6 7 8 9
0 1 2 3 4 5 6 7 8 9
306
20102011
ThreeforAll
AllDivisionFacts
Objective:Studentswillusestrategiestodivideby2.
Directions:
1. Playerstaketurnschoosing2numbersinthebox(crossingthemoffwithadryerasemarker)tomakeadivision
fact.
307
20102011
ThreeforAll1
308
20102011
ThreeforAll2
12
18
14
16
10
16
18
10
14
12
309
20102011
ThreeforAll3
15
24
18
27
18
12
21
27
24
15
21
12
310
20102011
ThreeforAll4
20
24
28
12
12
28
32
16
36
32
16
20
24
36
311
20102011
ThreeforAll5
40
35
20
10
15
20
30
45
35
10
40
30
25
15
45
25
312
20102011
ThreeforAll6
30
24
36
12
18
42
54
48
12
36
24
54
42
18
30
48
313
20102011
ThreeforAll7
35
28
56
21
21
49
63
56
42
14
63
42
35
14
49
28
314
20102011
ThreeforAll8
48
64
48
32
40
24
16
56
64
40
16
72
32
72
56
24
315
20102011
ThreeforAll9
27
54
18
45
45
72
81
72
63
36
18
27
36
63
81
54
316
20102011
317
20102011
318
20102011
319
20102011
320
20102011
321
20102011
322
20102011
323
20102011
324
20102011
325
20102011
MIXEDSTRATEGYGAMES
Thesegamescombineall09facts
togetherinthesamegame.
Thesegamesareappropriateafter
studentshavegainedstrategies
forfindingfacts.
326
20102011
327
20102011
StarStruckDivision
Objective:Studentswillusedivisionstrategiesfindquotients.
Materials:
Gameboard
GameCards
Directions:
1. Ontheirturn,playersdrawacard.Theythensolvethedivisionproblem.Thequotientisthenumberofspaces
theplayermovesforward.
2. Playerscontinuepullingacard,solvingtheproblem,andmovingforwardthequotientuntiloneplayerreaches
theendofthegameboard.Ifastudentisincorrect,theylosetheirturn.
328
20102011
329
20102011
StarStruckDivisionCards
122
126
124
142
153
164
189
2010
205
246
248
279
3010
324
366
369
4010
426
459
486
497
546
568
639
330
20102011
331
20102011
332
20102011
ChildrensLiterature
Division
Title
CleanSweepCampers
DivideandRide
TheDoorbellRang
EatingFractions
EverybodyWins!
GatorPie
HowHungryAreYou?
Jump,Kangaroo,Jump!
OneHundredSeagullsMakeaRacket
OneHungryCat
RemainderofOne,A
17Kingsand42Elephants
P=K2I=35
Author
LucilleRechtPenner
StuartJ.Murphy
PatHutchins
BruceMcMillan
ShielaBruce
LouiseMathews
DonnaJoNapoli
StuartJ.Murphy
BetsyFranco
JoanneRocklin
ElinoJ.Pinczes
MargaretMahy
Year
2000
1997
1986
1991
2001
1995
2001
1999
2003
1997
1995
1987
Level
P/I
P/I
P/I
P
P/I
P/I
P/I
P/I
P/I
P/I
P/I
P/I
333
20102011
334
20102011
OldMaidGame
Tochangeaconcentration/memorygameintoOldMaid,justaddanoldmaid
cardtoeachsetofcards.
Directions:
1. Putstudentsintogroupsof3or4.
2. Instructstudentstodealoutthecards.(Onestudentinthegroupwillhave1
morecardthatalltheotherplayers.
3. Theplayersputallofthecardsintotheirhand.
4. Thedealerbegins.Thedealerdrawsonecardfromthepersonontheirright.
Iftheyhaveapairofcardsintheirhandthatmatchestheyannouncethe
problemcardandthesolutioncardandplacesthematchedpaironthetable.
5. Thenextplayergoesanddrawsacardfromthepersononhisright.Ifthey
haveapairofcardsintheirhandthatmatchestheyannouncetheproblem
cardandthesolutioncardandplacesthematchedpaironthetable.
6. Ifaplayerdrawsacardanddoesnothaveamatchintheirhandtheydonot
layanycardsdownandthenextplayercontinues.
7. Thematchdoesnothavetobemadefromthecardtheypulledfromthe
otherplayer.
8. Theloseristhepersonleftwiththeoldmaidcard.Thewinneristhe
personwiththemostmatches.
AddedCardtoturnthisconcentrationintoOldMaid
Old Maid
335
20102011
336
20102011
GoFishGame
TochangeaconcentrationgameintoGoFish,followthedirections
below.
1. Putstudentsintogroupsof2,3or4.
2. Instructstudentstodealoutsevencardstoeachplayer.
3. Placetheremainingcardsinthecenterfacedown.
4. Thedealerbegins.Thedealerasksanotherplayeriftheyhaveacardto
matchacardintheirhand.Iftheplayerdoeshavethecardhe/she
surrendersittotherequester.Therequestermakesthematchandlaysthe
twocardstotheside.Iftheplayerdoesnothavethecard,he/shesaysgo
fishandtherequesterdrawsacardfromthecenterofthetable.
5. Thenextplayerfollowsthesameprocedure.
6. Thewinneristhepersonwiththemostmatchesattheendofthegame.
337
20102011
DIVISIONFLASHCARDS
338
20102011
18 2
16 2
14 2
Twos Facts
Twos Facts
Twos Facts
12 2
10 2
8 2
Twos Facts
Twos Facts
Twos Facts
6 2
4 2
2 2
Twos Facts
Twos Facts
Twos Facts
339
20102011
45 5
40 5
35 5
Fives Facts
Fives Facts
Fives Facts
30 5
25 5
20 5
Fives Facts
Fives Facts
Fives Facts
15 5
10 5
5 5
Fives Facts
Fives Facts
Fives Facts
340
20102011
9 1
8 1
7 1
Ones Facts
Ones Facts
Ones Facts
6 1
5 1
4 1
Ones Facts
Ones Facts
Ones Facts
3 1
2 1
1 1
Ones Facts
Ones Facts
Ones Facts
341
20102011
0 9
0 8
0 7
Zeros Facts
Zeros Facts
Zeros Facts
0 6
0 5
0 4
Zeros Facts
Zeros Facts
Zeros Facts
0 3
0 2
0 1
Zeros Facts
Zeros Facts
Zeros Facts
342
20102011
81 9
72 9
63 9
Nines Facts
Nines Facts
Nines Facts
54 9
45 9
36 9
Nines Facts
Nines Facts
Nines Facts
27 9
18 9
9 9
Nines Facts
Nines Facts
Nines Facts
343
20102011
9 3
12 3
18 3
Helping Facts
Helping Facts
Helping Facts
12 4
18 6
21 3
Helping Facts
Helping Facts
Helping Facts
24 3
21 7
24 8
Helping Facts
Helping Facts
Helping Facts
344
20102011
16 4
24 4
24 6
Helping Facts
Helping Facts
Helping Facts
28 7
28 4
32 8
Helping Facts
Helping Facts
Helping Facts
32 4
36 6
42 6
Helping Facts
Helping Facts
Helping Facts
345
20102011
42 7
48 6
48 8
Helping Facts
Helping Facts
Helping Facts
49 7
56 7
56 8
Helping Facts
Helping Facts
Helping Facts
64 8
Helping Facts
346

Multiplication and Division Basic Math Packet JULY 2010

Încărcat de

Informații document

Descriere originală:

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Multiplication and Division Basic Math Packet JULY 2010

Încărcat de

Drepturi de autor:

Formate disponibile

MultiplicationandDivision

number by folding the finger down as a marker (referred to as the space

the same location as the multiplication problems on the front.

If you didnt know the

Carlos and Jose kept

Arithmetic Four (Shodor)-

Arademic Skillbuilders - http://www.arcademicskillbuilders.com/

Fruitshoot Multiplication http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_multiplication.htm

Aquatic Speedway - http://www.multiplication.com/flashgames/aquaticspeedway.htm

Product Game - http://illuminations.nctm.org/ActivityDetail.aspx?id=29

This game can be customized to

practice specific facts (e.g. multiply by 6).

Twos Facts ~ Doubles

Zeros and Ones Facts

There are _______

There are _______

There are _______ toys

S-ar putea să vă placă și