MultiplicationandDivision

BasicFactStrategies

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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
Multiplication:HelpingFactsx4
Multiplication:HelpingFactsx6
Multiplication:HelpingFactsx8
Multiplication:HelpingFactsx7
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

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WashingtonCountyPublicSchools

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.
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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
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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.

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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.

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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
4x6isonly4morethan4x5

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.)

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AddOneMoreSet:(SixesFacts)Manychildrenprefertogowithafactthatiscloseandthenadd
onemoresettothisknownfact.Forexample,thinkof6x7as6sevens.5sevensisclose:Thats35.
6sevensisonemoreseven,or42.
Whenusing5x8tohelpwith6x8,thesetlanguage6eightsisveryhelpfulinrememberingtoadd8
moreandnot6more.

TextfromTeachingStudentCenteredMathematicsGradesK3,JohnVanDeWalle

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20102011

StrategiesOverview

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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

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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:
2x6isonly2morethan2x5
4x6isonly4morethan4x5

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.

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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

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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
childrenbypracticingcountingbyfivestoatleast45.

ZerosandOnes:Thirtysixfactshaveatleastonefactorthatiseither0or1.Thesefacts,though
apparentlyeasy,tendtogetconfusedwithrulesthatsomechildrenlearnedforaddition.Wellbe
usingstoryproblemstohelpstudentdevelopunderstandingforthesefacts.

NiftyNines:Factswithafactorof9includethelargestproductsbutcanbeamongtheeasiestto
learn.Threepatternsareusefulformasteringthenines:
Thetensdigitoftheproductisalwaysonelessthantheotherfactor(theoneotherthan
9).
Thesumofthe2digitsintheproductisalways9.
Usingyour10fingersasatool.Forsingledigitmultiplicationwealwaysmarkthenumber
byfoldingthefingerdownasamarker(referredtoasthespacebetweenthedigits).In
thisexample3x9,thethirdfingerwasbent.Sotheanswertothefirstdigitisthe#of
fingersbeforethebendwhichis2andtheseconddigitisthe#offingersafterthebend
which7,thereforetheanswerfor3x9is27.

HelpingFacts:Thereareonly15remainingfactstolearnafterthepreviousfactshavebeen
mastered.Usestrategiessuchasbuildup,builddown,doubleanddoubleagain,etc

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(M)Mastered
(C)Currently
Workingon

DivisionasThinkMultiplication:Themainstrategythatwillbeusedwithdivisionfactsisdivisionas
thinkmultiplication.Whendoneinthisthinkmultiplicationmanner,thechildusesknown
multiplicationfactstofindtheanswer.Whenyourchildsees25 5,youwantthemtothink
spontaneously,Fivetimeswhatequals25?.

DivisionasThinkMultiplicationforDoubles

DivisionasThinkMultiplicationforFives

DivisionasThinkMultiplicationforZerosandOnes

DivisionasThinkMultiplicationforNines

DivisionasThinkMultiplicationforHelpingFacts

Thankyouforyoursupportinthisarea.
Sincerely,

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FactStrategyAssessments

Theattachedfactstrategyassessmentsandstudenttrackingchartweredevelopedsothatteacherscan
diagnosiswhichstrategiesthestudentshavemasteryofandwhichstrategiesstillneedtobeexplored.

Theseassessmentsshouldnotbeusedaspracticesheets.Theyshouldbeusedsparinglyonlytodiagnosisthe
strategiesthatstudentshaveandhavenotmastered.

Eachfactstrategyassessmentcontains10questions.Studentsshouldhave3secondstoanswereach
question,foratotalof30secondspertenquestionassessment.

Ifthereisanydefensiblepurposeforatimedtestofbasicfactsitmaybefordiagnosistodeterminewhich
combinationsaremasteredandwhichremaintobelearned.

TeachingStudentCenteredMathematics
JohnA.VanDeWalle
Page119

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Student:__________________________

20102011

Date:_________________

(1)TwosFacts

(2)FivesFacts

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

11=____

05=____

9x6=____

4x9=____

71=____

30=____

2x9=____

5x9=____

16=____

00=____

9x7=____

9x8=____

91=____

07=____

9x9=____

3x9=____

14=____

20=____

9x1=____

9x0=____

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(5)HelpingFacts

(6)TwosFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

3x3=____

3x8=____

62=___

182=___

4x7=____

8x4=____

21=___

147=___

6x6=____

7x6=____

42=___

63=___

7x8=____

7x7=____

168=___

82=___

8x6=____

8x8=____

122=___

162=___

(7)FivesFacts
Writetheanswersasfastasyoucan.

(8)ZerosandOnesFacts

Writetheanswersasfastasyoucan.

205=____

51=____

102=____

305=____

355=____

255=____

204=____

153=____

459=____

55=____

OfficeofElementaryEducation

31=____

05=____

91=____

03=____

61=____

06=____

66=____

08=____

71=____

01=____

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(9)NinesFacts

(10)HelpingFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

459=____

637=____

243=____

217=____

182=____

819=____

328=____

244=____

546=____

99=____

426=____

183=____

729=____

273=____

568=____

497=____

369=____

549=____

284=____

648=____

OfficeofElementaryEducation

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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
childrenbypracticingcountingbyfivestoatleast45.

ZerosandOnes:Thirtysixfactshaveatleastonefactorthatiseither0or1.Thesefacts,though
apparentlyeasy,tendtogetconfusedwithrulesthatsomechildrenlearnedforaddition.Wellbe
usingstoryproblemstohelpstudentdevelopunderstandingforthesefacts.

NiftyNines:Factswithafactorof9includethelargestproductsbutcanbeamongtheeasiestto
learn.Threepatternsareusefulformasteringthenines:
Thetensdigitoftheproductisalwaysonelessthantheotherfactor(theoneotherthan
9).
Thesumofthe2digitsintheproductisalways9.

HelpingFacts:Thereareonly15remainingfactstolearnafterthepreviousfactshavebeen
mastered.Usestrategiessuchasbuildup,builddown,doubleanddoubleagain,etc

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(M)Mastered
(C)Currently
Workingon

DivisionasThinkMultiplication:Themainstrategythatwillbeusedwithdivisionfactsisdivisionas
thinkmultiplication.Whendoneinthisthinkmultiplicationmanner,thechildusesknown
multiplicationfactstofindtheanswer.Whenyourchildsees25 5,youwantthemtothink
spontaneously,Fivetimeswhatequals25?.

DivisionasThinkMultiplicationforDoubles

DivisionasThinkMultiplicationforFives

DivisionasThinkMultiplicationforZerosandOnes

DivisionasThinkMultiplicationforNines

DivisionasThinkMultiplicationforHelpingFacts

Thankyouforyoursupportinthisarea.
Sincerely,

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ClassroomRecordingSheetMultiplication&Division

10

DivisionNinesFacts

DivisionFivesFacts

DivisionHelpingFacts

DivisionOnes&ZeroFacts

DivisionTwosFacts

HelpingFacts

NinesFacts

Student

FivesFacts

TwosFacts

Ones&ZeroFacts

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AlternateSetof
Multiplication/Division
Assessments

Timing:3secondsperquestion

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Name:__________________________________

Name:__________________________________

TwosFacts

TwosFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Name:__________________________________

Name:__________________________________

FivesFacts

FivesFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Name:__________________________________

Name:__________________________________

ZerosandOnesFacts

ZerosandOnesFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Name:__________________________________

Name:__________________________________

NinesFacts

NinesFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Name:__________________________________

Name:__________________________________

HelpingFacts

HelpingFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Multiplication
BasicFactStrategies

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Twos(Doubles)Facts

Factsthathave2asafactorareequivalenttotheadditiondoubles(e.g.,6+6)andshould
alreadybeknownbystudentswhoknowtheiradditionfacts.Itisimportanttorealizethat2
x7isdouble7asis7x2.Besuretoexposestudentstoproblemswhere2isthenumberof
setsaswellasthesizeoftheset.

10

12

14

16

18

10

12

14

16

18

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TheTwosFacts
(Doubles)

Twoisveryfastandfun,
Quicklydoubleandyouredone.
Whatsthatyousay,bemoreprecise?
Okaythen,justaddittwice!

TheBestofTimesbyGregTang

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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.

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LegoMultiplicationFacts
CanyoufindaLegotorepresent2x1?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x2?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x3?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x4?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x5?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x6?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x7?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x8?Drawa
pictureoftheLegobelow.

CanyoufindaLegotorepresent2x9?Drawa
pictureoftheLegobelow.

ChooseanyLegoanddrawitbelow.Howcould
youusemultiplicationtodeterminethetotal
numberofknobs?

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DoublesConcentration

Objective:Studentswillmatchthedoublesfact(twosfact)andtheproduct.

ActivityType:Groupsof23students

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.
Theplayerwiththemostmatchesattheendwins.

Thirdtimeplayingmatchesthetwosfactandtheproduct
7.
Playerslayoutthecardswiththetwosfactsandproductcards.

8.
Ontheirturn,playerspickuponecardofeachcolor.Ifthedoublesfactmatchesthesum/productcardthey
pickedupthentheykeepthecardsandtakeanotherturn.Iftheydonotmatchthecardsarereturnedface
down.

9.
Theplayerwiththemostmatchesattheendwins.

Fourthtimeplayingmatchesdoublesfact,twosfact,andproduct/sum
10.
Playerslayoutallcards.

11.
Ontheirturn,playerspickuponecardofeachcolor.Ifallthreecardsmatch,theykeepthem.Ifnot,they
returnallcardsfacedownontothetable.

12.
Theplayerwiththemostmatchesattheendwins.

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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
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TwosFactsConcentrationCards

20102011

4x2

7x2

8x2

9x2

2x8

3x2

6x2

5x2

2x4

2x7

2x2

2x9

2x3

2x6

2x5

2x2
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Product/SumConcentrationCards

14

16

18

16

12

10

14

18

12

10

4
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Product/SumConcentrationCards

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TwosFacts:Doubling4inaRow

Objective:Studentswillbeabletoconnectdoublingtomultiplyingby2.

ActivityType:Groupsof23students

Materials:(eachgroupwillneedthefollowing)
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

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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

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TwosFacts:DoubleCrossOffGame

Objective:Studentswillusethedoublingstrategytomultiplyby2

ActivityType:Groupsof2students

Materials:eachgroupwillneedthefollowing
Gameboardinsideaclearplasticsheetprotector(Byplacingthegameboardintoaplasticsheetthestudentcan
writeonitwithadryerasemarkerallowingthegametobeplayedmanytimeson1board).
Dryerasemarker(eachstudent)

Directions:

1. Thefirstplayerspinsthespinner(withapaperclipandpencil).Thestudentthenstatesthemultiplicationfactand
usesthedoublingstrategytofindtheproduct.Thestudentthencrossesoffthatproduct.

2. Playcontinuesuntilaplayerhascrossedoffallthenumbers.Theplayerthatcrossesoffallthenumbersfirstisthe
winner.

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18 14 10 16 10 12

18 10 20 12 16 10

16

14

4
6

12

16 18

12 20 18

14
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DoublesCheckers

Objective:Studentswillusethedoublingstrategytomultiplyby2.

ActivityType:Groupsof2students

Materials:eachgroupwillneedcheckersandagameboard

Directions:

1. Mathcheckersisplayedlikeregularcheckers.

2. Studentssetupthegameboardasshownbelow.

3. Foraplayertomoveapiece,theymustfirstcorrectlyanswerthefactonthecorrespondingspace.

4. Inordertobekinged,aplayermustexplainhowtheyfoundtheanswertotheproblemonthecorresponding
space.

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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

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46

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MerryLowRound

Objective:Studentswillusethedoublingstrategytomultiplyby2.

ActivityType:Groupsof2students

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.

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48

MerryLowRoundSpinner

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MerryLowRoundGameBoard

Addition
Fact

Answer

Round

MultiplicationFact

Placeachipinthis
columnifyouhave
thelowestproduct
forthisround

10

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Order,Order

Objective:Studentswillusethedoublingstrategytomultiplyby2.

ActivityType:Groupsof2students

Materials:(Eachgroupwillneed)
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.

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Player 1
OfficeofElementaryEducation

Player 2

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ThreeforAllx2

Objective:Studentswillusethedoublingstrategytomultiplyby2.

ActivityType:Groupsof2students

Materials:(Eachgroupwillneed)
Agameboardinaplasticsheetprotector(orlaminated)
Dryerasemarkerforeachstudent
Chips(adifferentcolorforeachplayer)

Directions:

Objectofthegame:Tobethefirstplayertohave3chipsinarow(vertically,horizontally,ordiagonally)

1. Playerstaketurnschoosing2numbersinthebox(crossingthemoffwithadryerasemarker)tomakea
multiplicationfact.

2. Iftheiranswerisinacircle,theyplaceachiponit.

3. Numbersintheboxmayonlybeused1time.

4. Thefirstplayertoget3chipsinarowwins.

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14

23

10

12

16

20

12

14

18

16

12

18

18

18

10

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TwosFacts

TwosFacts

TwosFacts

TwosFacts

TwosFacts

TwosFacts

TwosFacts

TwosFacts

20102011

TwosFacts

TwosFacts

TwosFacts

TwosFacts

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TwosFacts

TwosFacts

TwosFacts

TwosFacts

TwosFacts

TwosFacts

TwosFacts

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FivesFacts

Thisgroupconsistsofallfactswith5asthefirstorsecondfactor.Wecanhelpchildrenby
practicingcountingbyfivestoatleast45.Thefivesfactscanalsoberelatedtothetensfacts
(asmoststudentscancountbytenswithease)bymultiplyingbytenandtakinghalf.

10

15

20

10

15

20

25

30

35

40

45

30

35

40

45

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FivesFacts

Fivewillyieldtherightamount,
Ifby5syoualwayscount.
Orelsejustmultiplyby10,
Halfwillgetyouthereagain!

TheBestofTimesbyGregTang

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FivesFactsIntroduction

Objective:Studentswillbeabletoidentifyrealworldsituationsthatinvolve5.Thisidentificationwillhelpstudents
makeconnectionsbetweenfivesfactsandtheirapplication.

ActivityType:WholeClassActivity

Materials:noneneeded

Directions:

1. Ask,whataresomeeverydaysituationsthatinvolvefive?Writedownthestudentsideasonchartpaper.
Encouragethestudentstothinkofarangeofsituations,forexample,thenumberofschooldaysinoneweekor
theageofayoungersibling.

2. Repeatthediscussionusingmultiplesof5,suchas25and15.Writetheideasthestudentssuggestonthe
board.

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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.

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#of
People
10
9
8
7
6
5
4
3
2
1

Count
by10s

20102011

Count
by5s

Whatpatternsdoyounotice?

Howdoescountingby10srelatetocountingby5s?

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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.

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Five&TenFact
RelationshipDotCards

Makeasetofusetenscardsshownonthefollowingpages.Besuretocutoutthe
upsidedowncard,pasteitonthebackoftheflap,andthenlaminate.

Whenthebottomflapisunfoldedthecardshowsatensfact.Whentheflapis
foldedthecardshowsafivesfact.Thesecardsshowthatthefivesfactsarehalfof
thetensfact.

AskstudentsquestionslikeWhatdoyousee?,Howcanyoufigureoutthetotal
numberofdots?.Encouragethestudentstousetheknowntensfacttofigure
outthefivesfact.

TenFactCard

FiveFactCard

FiveandTenFactDotCards

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FiveandTenFactDotCards

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 = _____

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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.

2 10 = _____
10 2 = _____

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FiveandTenFactDotCards

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.

3 10 = _____
10 3 = _____

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FiveandTenFactDotCards

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.

4 10 = _____
10 4 = _____

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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.

5 10 = _____
10 5 = _____

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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.

6 10 = _____
10 6 = _____

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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 = _____

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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.

OfficeofElementaryEducation

20102011

8 10 = _____
10 8 = _____

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71

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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.

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ClockFaceConcentration

1x5

2x5

3x5

4x5

5x5

6x5

7x5

8x5

9x5

10x5

11x5

12x5

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74

ClockFaceConcentration

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20102011

FivesSpinnerGame

Objective:Studentswillusefivesfactstrategiestosolvemultiplicationproblems.

ActivityType:Groupsof23students

Materials:eachgroupwillneedthefollowing
1spinner
Agameboardforeachstudent

Directions:

1. Thefirstplayerspins.Theplayermultipliesthenumbertheyspinby5andsaysthemultiplicationfact.Theplayer
writesthefactanditsturnaroundbesidethematchingproductontheirsheetofpaper.

2. Theotherplayertakesaturn.

3. Asthegamecontinues,theplayermissesaturniftheyspinanumbertheyhavealreadyused.

4. Thefirstplayertowritethematchingfactsforeachproductwins.

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FivesSpinnerGame

FivesFact
Turnaround

FivesFact

5
10
15
20
25
30
35
40
45

Student:_______________________________________

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FivesSpinnerGame

Spin
Again

8
7

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FivesFactConnectThreeGame

Objective:Studentswillusefivesfactstrategiestosolvemultiplicationproblems.

ActivityType:Groupsof23students

Materials:eachgroupwillneedthefollowing
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.

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TheFivesFact
Connect3Game

40

25

15

35

20

35

15

40

30

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TheFivesFact
Connect3Game

40

15

35

20

25

45

10

30

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20102011

TheFivesFact
Connect3Game

15

35

20

30

40

25

45

10

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20102011

TheFivesFact
Connect3Game

20

35

10

40

25

30

45

15

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TheFives
Connect3Game

45

15

20

40

10

25

35

30

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FivesFacts

FivesFacts

FivesFacts

FivesFacts

FivesFacts

FivesFacts

FivesFacts

20102011

FivesFacts

FivesFacts

FivesFacts

FivesFacts

FivesFacts

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FivesFacts

FivesFacts

FivesFacts

FivesFacts

20102011

FivesFacts

FivesFacts

FivesFacts

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ZerosandOnesFacts

Childrenshouldbegiventheopportunitytofindtheirownreasoningastowhyanumbermultipliedbyzero
isequaltozeroandthatanumbermultipliedbyoneisequaltothatnumber.Theyshouldnotbeexplicitly
toldtheserulesbutshouldbeabletoexplainwhythisisso.Upongainingthisknowledge,theywillknow36
factsofsingledigitmultiplication.

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OnesFacts

Oneissimpleascanbe,
itsknownastheidentity.
Theanswerisidentify,
itstheoneyoumultiply!

TheBestofTimesbyGregTang

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20102011

OnesRealWorldIntroduction

Objective:Studentswillbeabletoidentifyrealworldsituationsthatinvolve1.

ActivityType:WholeClassActivity

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.

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OnesFactMatchWalk

Objective:Studentswillbeabletomatchthewrittenrealworldproblemwithitsequation.

ActivityType:WholeClassActivity

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.

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FactMatchWalk

Lakenhas1lunchbox.
Rachelhas2stickersinherdesk.
Aaronhas3pencilsinhisbox.
Treyhas4buttonsonhisshirt.
Bradenhas5cookiesinhislunch.
Susanhas6rosesinavase.
Kristinhas7catsinherhouse.
Jasminehas8markersinherdesk.
Leohas9booksinhisroom.

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FactMatchWalk

Michaelhas1ball.
Twogirlseachhave1yoyo.
Threeboyseachhave1hat.
Fourgirlseachhave1flower.
Fiveboyseachhave1book.
Sixgirlseachhave1bag.
Sevenboyseachhave1pieceofgum.
Eightgirlseachhave1bike.
Nineboyseachhave1jacket.

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OnceAroundx1Game
AdaptedfromBasicGamesbyMarcyCook

Objective:Studentswillbeabletomultiplynumbersinvolving1.

ActivityType:Groupsof23

Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner

Directions:

1. Ontheirturn,studentsspinthespinner,statetheproblemandproduct.Theythenmovetheirmarkertothe
nextsquareonthegameboardwiththatproduct.

2. Studentscontinueuntilastudentreachesthelastspace.

Variation:

Oneachturnhavestudentsdrawapictureofthemultiplicationproblemtheyhavetosolveontheirturnin
additiontofindingtheanswer.

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OnceAroundx1Game
AdaptedfromBasicGamesbyMarcyCook

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CoverUpx1Game
AdaptedfromBasicGamesbyMarcyCook

Objective:Studentswillbeabletomultiplynumbersinvolving1.

ActivityType:Groupsof2

Materials:
Chips(differentcolorforeachplayer)
Gameboard
Paperclipforspinner

Directions:

1. Ontheirturn,playersspinthespinner.Theymultiplythenumberonthespinnerby1andthencoveronespace
ontheboardthatmatchesthatproduct.

2. Playerscontinuetakingturnsspinningandmarkingtheirproductuntilallthespacesarefilled.Ifthereareno
morespacesforastudentsproduct,theylosetheirturn.

3. Attheendthestudentwiththemostchips,wins.

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one

seven

zero

six

two

three

nine
8

eight

five

four

AdaptedfromBasicGamesbyMarcyCook

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OnesFacts

OnesFacts

OnesFacts

20102011

OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

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OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

OnesFacts

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ZeroFacts

Zeroisacinchtodo,
theanswerisrightinfrontofyou.
Foreveryproblemitsthesame,
zilchorzeroisitsname!

TheBestofTimesbyGregTang

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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.

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______x0=______

Therearesixnestsforchickens.I
wenttocollecttheeggs.Eachnest
wasempty.Howmanyeggswere
there?

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0x______=______

Jimwenttobuythreeredshirts.
Therewerenoredshirtsonthe
shelf.Howmanyredshirtswere
there?

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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.

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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?

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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

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CubeorSpinnerforTheZeroRiskGame

1
0
1

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ZeroandOneProductGame

Objective:Studentswillbeabletomultiplynumbersbyzeroandone.

ActivityType:Groupsof24students

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.

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ZeroandOneProductTrail

Start

End

Short
Cut

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Cut

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ZeroandOneProductTrailSpinners

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ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

ZerosFacts

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ZerosFacts

ZerosFacts

ZerosFacts

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0

ZerosFacts

ZerosFacts

20102011

ZerosFacts

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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

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NinesFacts

Nineisfastertocompute,
ifatfirstyouovershoot.
Heresaveryclevertack,
do10timesandthensubtract!

TheBestofTimesbyGregTang

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x9DotCards

Objective:Studentswillusearraystoconnectthetensfactstotheninesfact.

ActivityType:WholeClass,SmallGroups,orIndividuals

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.

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x9DotCards

10 x 1 = _____ = 1 x 10
9 x 1 = _____ = 1 x 9
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x9DotCards

10 x 2 = _____ = 2 x 10
9 x 2 = _____ = 2 x 9
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x9DotCards

10 x 3 = _____ = 3 x 10
9 x 3 = _____ = 3 x 9
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x9DotCards

10 x 4 = _____ = 4 x 10
9 x 4 = _____ = 4 x 9
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x9DotCards

10 x 5 = _____ = 5 x 10
9 x 5 = _____ = 5 x 9
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x9DotCards

10 x 6 = _____ = 6 x 10
9 x 6 = _____ = 6 x 9
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x9DotCards

10 x 7 = _____ = 7 x 10
9 x 7 = _____ = 7 x 9
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x9DotCards

10 x 8 = _____ = 8 x 10
9 x 8 = _____ = 8 x 9
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10 x 9 = _____ = 9 x 10
9 x 9 = _____ = 9 x 9
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x9DotCardsFindingthePatterns

Usethisactivityifstudentsarestrugglingtomaketheconnectionbetweenx9andx10.

Objective:Studentswillusearraystoconnectthetensfactstotheninesfacts.

ActivityType:WholeClass,SmallGroups,orIndividuals

Materials:Dotcards(cutoutandlaminated)

Directions:

1. Writethenumbersentencesshownonthenextpageontheboard/projector.Workwiththeclass/groupto
completethefirstthreesentencesthenask,whatpatternsdoyounotice?Thestudentsshouldbeabletosee
howtheamounttosubtractisthesameasthefactorotherthen10.

2. Directeachstudenttocopyandcompleteallofthenumbersentencesandwritetheirownruletodescribethe
pattern.

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x9/x10Pattern

9=___x10___
18=___x10___
27=___x10___
36=___x10___
45=___x10___
54=___x10___
63=___x10___
72=___x10___
81=___x10___

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ThreeforAllx9

Objective:Studentswillusestrategiestomultiplybynine.

ActivityType:Groupsof2students

Materials:(Eachgroupwillneed)
Agameboardinaplasticsheetprotector(orlaminated)
Dryerasemarkerforeachstudent
Chips(adifferentcolorforeachplayer)

Directions:

Objectofthegame:Tobethefirstplayertohave3chipsinarow(vertically,horizontally,ordiagonally)

1. Playerstaketurnschoosing2numbersinthebox(crossingthemoffwithadryerasemarker)tomakea
multiplicationfact.

2. Iftheiranswerisinacircle,theyplaceachiponit.

3. Numbersintheboxmayonlybeused1time.

4. Thefirstplayertoget3chipsinarowwins.

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81

10

10

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OnceAroundx9Game

Objective:Studentswillbeabletomultiplynumbersinvolving9.

ActivityType:Groupsof23

Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner

Directions:

1. Ontheirturn,studentsspinthespinner,statetheproblemandproduct.Theythenmovetheirmarkertothe
nextsquareonthegameboardwiththatproduct.

2. Studentscontinueuntilastudentreachesthelastspace.

Variation:

Oneachturnhavestudentsdrawapictureofthemultiplicationproblemtheyhavetosolveontheirturnin
additiontofindingtheanswer.

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NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

NinesFacts

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NinesFacts

NinesFacts

NinesFacts

NinesFacts

9
6

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20102011

NinesFacts

NinesFacts

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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

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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?

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If you didnt know the

answer to 6 x 8, how
couldyoufigureitoutby
using something that you do
know?

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TenbyTenDotArray

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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.

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ThreesFacts

Threeisaseasyascanbe,
ifyoutriplewhatyousee.
Inotherwordsjustadditthrice,
thissimplyisonemorethantwice.

TheBestofTimesbyGregTang

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OnceAroundx3Game

Objective:Studentswillbeabletomultiplynumbersinvolving3.

ActivityType:Groupsof23

Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner

Directions:

1. Ontheirturn,studentsspinthespinner,statetheproblemandproduct.Theythenmovetheirmarkertothe
nextsquareonthegameboardwiththatproduct.

2. Studentscontinueuntilastudentreachesthelastspace.

Variation:

Oneachturnhavestudentsdrawapictureorusemanipulativestoshowtheirproblem.

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FoursFacts

Fourisveryfasttodo,
Whenyoumultiplyby2.
Heresalittlegoodadvice
Pleasejustalwaysdoubletwice!

TheBestofTimesbyGregTang

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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

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4Groups
(x4)
12

Multiplication
Sentence

Product

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Multiplyby4PatternChart

#ofDotsin #ofDotsin
#ofDotsin
2Groups 4Groups
1Group
(x2)
(x4)

Multiplication
Sentence

Product

Whatpatternsdoyounoticeinthechartthatcouldhelpyoumultiplyby4?
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Double,DoubleFourinaRow

Objective:Studentswillbeabletousethedoubleanddoubleagainstrategytofindfoursfacts.

ActivityType:Groupsof2

Materials:(eachgroupwillneed)
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.

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Double,DoubleFourinaRow

14

20

24

18

20

36

10

32

40

12

28

16

16

12

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Double,DoubleFourinaRow
Spinners

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Double,DoubleFourinaRow
StudentRecordingSheet

Numberon
Spinner

Fillin
DforDouble
DDforDouble,Double

Multiplication
Expression

Product

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TripleTacToe

Objective:Studentswillbeabletousehelpingfactstomultiply.

ActivityType:Groupsof2

Materials:(eachgroupwillneed)
TripleTacToeBoardinaclearsheetprotectororlaminated
DryEraseMarkers(1colorforeachplayer)

Directions:

1. Playerstaketurnschoosingasquareandsolvingtheproblem.Ifthatanswerisonanyothertripletactoe
boards,theplayerputsanx/othroughthesquareswiththesameanswer.

2. Thefirstplayertogetthreex/osonaboardwinsandreceives1point.

Continueasmanygamesasdesiredoruntiltimerunsout.Thewinneristheplayerwhohasthemostpointswhentime
hasrunout.

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SixesFacts

Sixisprettyquicktodo,
justmultiplyby3then2.
Ifthissoundsliketoomuchtrouble,
triplefirstbeforeyoudouble.

TheBestofTimesbyGregTang

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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.

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Youhave5bagsofcandytogiveto
yourfriends.Youput_____pieces
ofcandyineachbag.Howmany
piecesofcandydoyouhaveall
together?

______x______=______

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Youhave6bagsofcandytogiveto
yourfriends.Youput_____pieces
ofcandyineachbag.Howmany
piecesofcandydoyouhaveall
together?

______x______=______

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FivesandSixFactRecordingSheet

Number
ineach
bag

x6Fact

x6
Product

Whatdoyouaddto
thefivesfacttoequal
thesixesfact?

x5Fact

x5
Product

Whatpatternsdoyouseeinthefivesandsixesfacts?

Howdoesthefivesfacthelpyoufindthesixesfact?

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MultiplybySixRummy

Objective:Studentswillusemultiplicationstrategiestomultiplyby6.

ActivityType:Groupsof24students

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.

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9x5

8x5

7x5

relatedfact

relatedfact

relatedfact

6x5

5x5

4x5

relatedfact

relatedfact

relatedfact

3x5

relatedfact

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9x6

7x6
sixesfact

8x6
sixesfact

sixesfact

6x6
sixesfact

4x6
sixesfact

5x6
sixesfact

3x6

Sixesfact

20102011

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36

18

42

48

54

20102011

24

30

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CoverUpMultiplybySix

Objective:Studentswillusemultiplicationstrategiestomultiplyby6.

ActivityType:Groupsof2

Materials:
Chips(differentcolorforeachplayer)
Gameboard
Paperclipforspinner

Directions:

1. Ontheirturn,playersspinthespinner.Thentheymultiplythenumberonthespinnerbynumbersixandthen
coveronespaceontheboardthatmatchesthatproduct.

2. Playerscontinuetakingturnsspinningandmarkingtheirquotientuntilallthespacesarefilled.Ifthereareno
morespacesforastudentsproduct,theylosetheirturn.

3. Attheendthestudentwiththemostchips,wins.

Variations:
Thefirstplayertogetsixinarowwins.Ifaplayerspinsaproductthatisalreadycovered,theymaychooseto
removetheiropponentschiportheymaystateanotherproblem(oftheirchoice)andcovertheproduct.

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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
AdaptedfromBasicGamesbyMarcyCook

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HelpingFacts:BeProductiveGamex6

Objective:Studentswillusethehelpingfactstomultiplyby6.

ActivityType:Groupsof2students

Materials:(eachgroupwillneedthefollowing)
Gameboardinsideaclearplasticsheetprotector(byplacingthegameboardintoaplasticsheetthestudentcan
writeonitwithadryerasemarkerallowingthegametobeplayermanytimeson1board).
Dryerasemarkerforeachstudent
PaperClipforspinner

Directions:

1. Thefirstplayerspinsthespinner(withapaperclipandpencil)andmultiplesthenumberonthespinnerby6.
Thestudentthenstatesthemultiplicationfactandtheproduct.Thestudentthencrossesoffthatproduct.

2. Playcontinuesuntilaplayerhascrossedoffallthenumbers.Theplayerthatcrossesoffallthenumbersontheir
sideoftheboardfirst,isthewinner.

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12 24 48 60 6 42 30 18 54 36

12 30 48 60 18 54 36 6 42 24

Be Productive x6

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EightsFacts

Eightisverymuchlikefour,
simplydoublebutoncemore.
Since2times2times2is8,
doublethreetimesworksoutgreat!

TheBestofTimesbyGregTang

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OnceAroundx8Game

Objective:Studentswillbeabletomultiplynumbersinvolving8.

ActivityType:Groupsof23

Materials:
Markerforeachplayer
Gameboard
Paperclipforspinner

Directions:

1. Ontheirturn,studentsspinthespinnerandstatetheproblemandproduct.Theythenmovetheirmarkertothe
nextsquareonthegameboardwiththatproduct.

2. Studentscontinueuntilastudentreachesthelastspace.

Variation:

Oneachturnhavestudentsdrawapictureorusemanipulativestoshowtheirproblem.

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AdaptedfromBasicGamesbyMarcyCook

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HelpingFacts:BeProductiveGamex8

Objective:Studentswillusethehelpingfactstomultiplyby8.

ActivityType:Groupsof2students

Materials:(eachgroupwillneedthefollowing)
Gameboardinsideaclearplasticsheetprotector(byplacingthegameboardintoaplasticsheetthestudentcan
writeonitwithadryerasemarkerallowingthegametobeplayermanytimeson1board).
Dryerasemarkerforeachstudent
PaperClipforspinner

Directions:

1. Thefirstplayerspinsthespinner(withapaperclipandpencil)andmultiplesthenumberonthespinnerby8.
Thestudentstatesthemultiplicationfactandtheproduct.Thestudentthencrossesoffthatproduct.

2. Playcontinuesuntilaplayerhascrossedoffallthenumbers.Theplayerthatcrossesoffallthenumbersontheir
sideoftheboard,first,isthewinner.

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8 16 24 32 40 48 54 64 72 80

8 16 24 32 40 48 56 64 72 80

Be Productive x8

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HelpingFacts:BeProductiveGamex6andx8

Objective:Studentswillusethehelpingfactstomultiplyby6and8.

ActivityType:Groupsof2students

Materials:eachgroupwillneedthefollowing
Gameboardinsideaclearplasticsheetprotector(byplacingthegameboardintoaplasticsheetthestudentcan
writeonitwithadryerasemarkerallowingthegametobeplayermanytimeson1board).
Dryerasemarkerforeachstudent
PaperClipforspinner
BlankNumbercubelabeled:6,6,6,8,8,8

Directions:

1. Thefirstplayerspinsthespinner(withapaperclipandpencil)androllsthenumbercube.Thestudentstates
themultiplicationfactandtheproduct.Thestudentthencrossesoffthatproduct.

2. Playcontinuesuntilaplayerhascrossedoffallthenumbers.Theplayerthatcrossesoffallthenumbersontheir
sideoftheboard,first,isthewinner.

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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

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CubeforBeingProductive
HelpingFacts

6
8
8

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SevensFacts

Sevendoesnttakemuchtime,
eventhoughitisaprime.
Hereisallyouhavetodo,
firsttimes5thenaddtimes2.

TheBestofTimesbyGregTang

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Order,Order

Objective:Studentswillusehelpingfactstomultiplynumbers.

ActivityType:Groupsof2students

Materials:(eachgroupwillneedthefollowing)
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.

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Player 1
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ThreeforAllHelpingFacts

Objective:Studentswillusehelpingfactstomultiplyby3,4,6,7,and8.

ActivityType:Groupsof2students

Materials:(eachgroupwillneedthefollowing)
Agameboardinaplasticsheetprotector(orlaminated)
Dryerasemarkerforeachstudent
Chips(adifferentcolorforeachplayer)

Directions:

Objectofthegame:Tobethefirstplayertohave3chipsinarow(vertically,horizontally,ordiagonally)

1. Playerstaketurnschoosing2numbersinthebox(crossingthemoffwithadryerasemarker)tomakea
multiplicationfact.

2. Iftheiranswerisinacircle,theyplaceachiponit.

3. Numbersintheboxmayonlybeused1time.

4. Thefirstplayertoget3chipsinarowwins.

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HelpingFacts

HelpingFacts

HelpingFacts

HelpingFacts

HelpingFacts

HelpingFacts

HelpingFacts

HelpingFacts

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6

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HelpingFacts

HelpingFacts

HelpingFacts

HelpingFacts

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HelpingFacts

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HelpingFacts

HelpingFacts

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

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

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

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

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MixedStrategies
MultiplicationActivities

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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.

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SpinningFactSort

Objective:Studentswillbeabletoidentifythestrategygivenamultiplicationsentence.

ActivityType:Groupof24students

Materials:
Spinners
EachstudentneedsaSpinningFactSortGameBoardinaclearsheetprotectororlaminated
Dryerasemarker

Directions:

1. Spinthetwospinnerstofindthefact.

2. Writethefactunderthestrategyneededtosolvetheproblem.

3. Thefirststudenttohave3factsineachboxwins.

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SpinningFactMultiplicationSort

Twos Facts ~ Doubles

Fives Facts

Zeros and Ones Facts

Nines Facts

Helping Facts

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MultiplicationFourinaRow

Objective:Studentswillbeabletousemultiplicationstrategiestosolveproblems.

ActivityType:Groupof23students

Materials:(eachgroupwillneed)
2paperclips
Gameboard
Counters/Chipsdifferentcolorforeachstudent

Directions:

1. Thefirstplayercoverstwonumbersbelowtheboardwiththepaperclipsandthencoverstheproductwithone
ofhis/hermarkers.

2. Ateachsucceedingturn,eachplayermaymoveonlyonepaperclip,andthentheplayercoversthe
correspondingproductwithhis/hermarker.Studentsmaystackthe2clipson1numbertoformaproblemlike
2x2,3x3,etc.

3. Thefirstplayertogetfourinarowwins.

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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

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Buzz,Buzz

Objective:Studentswillbeabletoidentifymultiplesofagivennumber.

ActivityType:Groupof410students

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.

ActivityType:Groupsof2students

Materials:
4Numbercubes(16forfactsupto6or09cubesforfactsupto9)
Chips/counters

Directions:
1.
Studentseachroll2cubes.Theymultiplythenumberstheyroll.Thestudentscomparetheproductsandthe
playerwiththelargestproductreceivesachip.

2.
Eachroundcontinuesthesameway(studentsrolldice,multiply,andawardachiptotheplayerwiththe
greatestproduct).Attheendoftheallottedtime,theplayerwiththemostchipswins.

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MultiplicationYahtzee

Objective:Studentswillbeabletousestrategiestomultiplynumbers.

ActivityType:Groupsof2students

Materials:(eachgroupwillneed)
Two9sidedNumberCubesor2spinnerslabeled09
Gameboardinaclearsheetprotectororlaminated
Dryerasemakers

Directions:

1. Player1rollsthe2diceandmultipliesthetwonumberstogether.Next,theplayerwritestheproblem
andtheproductontheappropriatelineontheirgameboard(i.e.4x7=28wouldbewrittenbeside
2029).

2. Player2rollsthe2diceandcontinuesasinstepone.Ifthestudentrollssomethingtheyalreadyhave
filledin,theylosetheirturn.Thefirstplayertofillupalltheirspaceswins.

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MultiplicationYahtzee

Player1Player2

09

1019

2029

3039

4049

5059

6069

7079

8089

9099

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MultiplicationMania

Objective:Studentswillbeabletousestrategiestomultiplynumbers.

ActivityType:Groupsof2students

Materials:(eachgroupwillneed)
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.

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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

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DoubleDoom

Objective:Studentswillbeabletousestrategiestomultiplynumbers(16facts).

ActivityType:Groupsof2students

Materials:(eachgroupwillneed)
HundredsBoard
2numbercubes(16)

Directions:

1. Eachplayerstartsat0.Onyourturn,yourolltwodiceandmultiplythenumberstogether.Youmoveforward
thatnumberofspacesonthehundredschart.Ifyourolldoubles,youhavetogobacktozero!

2. Playerstaketurnsrolling,multiply,andthenaddingthatproducttotheirtotaluntilastudentreachesorpasses
100.Thefirststudenttoreachtopass100wins.

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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

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BingTac

Objective:Studentswillbeabletousestrategiestomultiplynumbers.

ActivityType:Groupsof2students

Materials:(eachgroupwillneed)
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.

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BingTac

x 0 1 2 3 4 5 6 7 8 9
0

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BingTacSpinners

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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

OfficeofElementaryEducation

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
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Division
BasicFactStrategies

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20092010

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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.

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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

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AlternateSetof
DivisionAssessments

Timing:3secondsperquestion

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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

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Name:__________________________________

Name:__________________________________

TwosFacts

TwosFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=___

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Name:__________________________________

Name:__________________________________

FivesFacts

FivesFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Name:__________________________________

Name:__________________________________

ZerosandOnesFacts

ZerosandOnesFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Name:__________________________________

Name:__________________________________

NinesFacts

NinesFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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Name:__________________________________

Name:__________________________________

HelpingFacts

HelpingFacts

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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

Writetheanswersasfastasyoucan.

Writetheanswersasfastasyoucan.

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=____

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IntroducingDivision:TheDoorbellRang

Objective:Studentswillbeabletorepresentdivisionwithmanipulatives.
Studentswillbeabletorepresentdivisionwithanumbersentence.
Studentswillbeabletoconnectdivisionfactstomultiplicationfacts.

ActivityType:Wholeclass

Materials:(eachgroupwillneed)
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.

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Homework:Bringinasmallbagofitemsfromhomethatwecandividetomorrow.Tomorrowfollowupbyhaving
studentsbringuptheiritemsandchoosestudentstodividetheitemsbetween.Aftertheyhavedividedtheitems,
thenhaveastudentsusetheirwhiteboardstomodelthesituationwithadivisionsentence.
Extend:Increasethenumberofcookiesgiventogiftedchildrenand,duringindependentpractice,givethemamore
difficultproblemtowork.
Remediation:Allowchildrentouselargerobjectstoanswersimplerproblems.Thesestudentsmayneedpaper
platesorcupstorepresenteachchild(whentheyaredividingoutgroups).

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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

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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.

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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.

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There are _______

toys in the20102011
attic. If we
divide these toys
equally between all the
rooms, how many toys
will be in each room?

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Number of Left
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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?

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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?

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Number of Left
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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?

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Number of Left
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There are
_______
toys in
20102011
the attic. If we
divide these toys
equally between
all the rooms,
how many toys
will be in each

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There are _______ toys

20102011
in the attic. If we divide
these toys equally
between all the rooms,
how many toys will be in
each room?

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Number of Left
Over Toys

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There are _______ toys
in the attic. If we divide
these toys equally
between all the rooms,
how many toys will be in
each room?

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Number of Left
Over Toys

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There are _______ toys
in the attic. If we divide
these toys equally
between all the rooms,
how many toys will be in
each room?

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Number of Left
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ARemainderofOneLesson

Objective:Studentswillbeabletothinkmultiplicationtoproblemsinvolvingdivision.
Studentswillbeabletoconnectnearfactstoremainders.

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.

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Closure:Eachgroupwillhaveanopportunitytoshareuptofivestrategiesthattheyfoundwhenworkingwiththeir
manipulatives.Duringthistime,studentsaretoalsospecifyhowmanymanipulativestheychosetoworkwith.Be
suretoaskthosestudentswhoarenotsharingtheirfindingsiftheymaythinkofastrategythatthegroup
presentinghadnotthoughtof.

Variation:IfyoubelieveyourstudentsneedmorestructuretotheirproblemsolvingfeelfreetousetheRemainder
OneVariationSheettohelpguidetheirexploration.

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RemainderOneVariation
1.

Figureoutwhatwouldhappenif20bugstriedtogroup
themselvesinto1line,2lines,3lines,andsoonupto10
lines.Howmanybugscouldbeineachline?Willtherebe
anybugsleftover?

Recordyouranswerlikethis:

1lineof_____witharemainderof____
2linesof_____witharemainderof____
3linesof_____witharemainderof____
4linesof_____witharemainderof____
5linesof_____witharemainderof____
6linesof_____witharemainderof____
7linesof_____witharemainderof____
8linesof_____witharemainderof____
9linesof_____witharemainderof____
10linesof_____witharemainderof____

2.

Chooseanothernumberofbugsanddotheactivityagain.

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RemainderRace

Objective:Studentswillbeabletothinkmultiplicationtoproblemsinvolvingdivision.
Studentswillbeabletoconnectnearfactstoremainders.

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?

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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

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End
36

41 44 35 24 18 37 20

31

Start
30 22 47 29 15 46
43

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Twos(Doubles)Facts
Themainstrategythatwillbeusedwithdivisionfactsisdivisionasthinkmultiplication.Whenused
inthisthinkmultiplicationmanner,thechildusesknownmultiplicationfactstofindtheanswer.In
thiscasestudentsshouldthinkhalfwhendividingby2.Ifchildrenarestrugglingwiththesefactsbe
suretheyhavemasteredthesemultiplicationfactsfirst.

10

12

14

16

18

10

12

14

16

18

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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.

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PairsSharing
Numberof
Counters

Numberof
People

Numberof
Counterseach
received

NumberSentence

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TwoPairsArrayGame

Objective:Studentswillbeabletodividenumbersinvolving2.

ActivityType:Groupsof23

Materials:
SetofDoubleArrayCards
SetofDoubleArrayFact

Directions:

1. Shuffleormixupthecards.Spreadthemoutonthetablefacedown.

2. Firstplayerturnsovertwocards.Ifoneisabasicfactandtheotheronethearraythatmatchesit,itsa
matchandtheplayerkeepsthecardsiftheycancorrectlystatethequotient.

3. Ifitisnotamatchorhe/shegivesthewronganswer,theplayerputsthembackfacedownonthetable.

4. Eachplayertakesturnstryingtomatchthefacttothearray,keepingthematchesandreplacingthe
unmatched.

5. Thegameendswhentherearenomorematchestobemade.

6. Theplayerwiththemostmatcheswins.

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TwoPairsGameFactCards

22
42
62
82
102

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142
162
182
202

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FivesFacts
Themainstrategythatwillbeusedwithdivisionfactsisdivisionasthinkmultiplication.Whendone
inthisthinkmultiplicationmanner,thechildusesknownmultiplicationfactstofindtheanswer.If
childrenarestrugglingwiththesefactsbesuretheyhavemasteredthesemultiplicationfactsfirst.

10

15

20

10

15

20

25

30

35

40

45

30

35

40

45

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NickelFivesGame

Objective:Studentswillbeabletousemultiplicationstrategiestohelpthemsolvedivisionproblemsinvolving5.

ActivityType:Groupsof2

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.

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NickelFivesGame

10

10 15 20 25

30 35 40 45 50

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ZerosandOnesFacts
Studentsneedtoseetheconnectionbetweenmultiplicationanddivision.Ifstudentshavetroubledividingby
one,theydonotunderstandtheIdentityPropertyinMultiplication(anynumbermultipliedby1equalsitself).
Beforetacklingdivision,makesurestudentshaveasolidunderstandingofmultiplicationandthepatternsit
creates.

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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.

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Divideby1ConcentrationCards

20102011

81

51

41

31

31

91

61

71

71

41

11

21

81

51

61

91
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Divideby1ConcentrationCards

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11

21
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Divideby1ConcentrationCards

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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.

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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?

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Drawapictureofyourstoryhere.

Whatnumbersentencewouldyou
writetosolvethisproblem?

Drawapictureofyourstoryhere.

Whatnumbersentencewouldyou
writetosolvethisproblem?

Drawapictureofyourstoryhere.

Whatnumbersentencewouldyou
writetosolvethisproblem?

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Whatisthesameaboutallof
thesenumberstories?What
patternsdoyouseebetween
theproblems?

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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.

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CubeAforRaceto100

24

2
10
16

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CubeBforRaceto100

0
1
1

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NinesFacts
Themainstrategythatwillbeusedwithdivisionfactsisdivisionasthinkmultiplication.Whenused
inthisthinkmultiplicationmanner,thechildusesknownmultiplicationfactstofindtheanswer.If
childrenarestrugglingwiththesefactsbesuretheyhavemasteredthesemultiplicationfactsfirst.

18

27

36

45

54

63

72

18

27

36

45

54

63

72

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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).

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HundredsBoard

10

11

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24

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27

28

29

30

31

32

33

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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

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66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

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90

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92

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94

95

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99

100

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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 = _____

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NiftyNinesGame

Objective:Studentswillbeabletousestrategiestodividenumbersinvolving9.

ActivityType:Groupsof2

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.

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NiftyNinesGame
1. Playersspinbothspinners.Theydividethedividendbythedivisorandrecordthequotientonthesheetof
paper.Iftheplayersquotienthasaremainderortheygiveanincorrectanswer,theyrecordazeroforthe
round.

2. Theplayerwiththelargestquotientwinstheroundandgetsacounter.

3. Playersrepeatthespinningandwriting9moretimes.

4. Thewinneristheplayerwiththemostcounters.

Round

Player1Problem

Quotient

Player2Problem

Quotient

10

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NiftyNinesGameSpinner

Dividend
Spinner

Divisor
Spinner

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HelpingFacts
Themainstrategythatwillbeusedwithdivisionfactsisdivisionasthinkmultiplication.Whenused
inthisthinkmultiplicationmanner,thechildusesknownmultiplicationfactstofindtheanswer.If
childrenarestrugglingwiththesefactsbesuretheyhavemasteredthesemultiplicationfactsfirst.

12

18

21

24

12

16

24

28

32

18

24

36

42

48

21

28

42

49

56

24

32

42

56

64

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DoublePairsPosterActivity

Objective:Studentswillbeabletousearraysandthedouble/halfstrategytofindsolutionstofoursfacts.

ActivityType:Groupsof2

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.

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PatternsinaTable

Whatpatternscanyoudiscoverwhenyoucomparethequotientsofanumberwhenits
dividedby2(half)anditsdividedby4(half,half)?Fillinthefactsthatyourgroupdiscovered
whilecreatingyourFoursasDoublePairsfacts.

Dividend

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16

20

24

28

32

36

40

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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.

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Half,HalfFourinaRow

Objective:Studentswillbeabletousethehalfandhalfagainstrategytofindfoursfacts.

ActivityType:Groupsof2

Materials:(eachgroupwillneed)
1GameBoard
2colorsofcounters(1colorforeachstudent)
1numberspinner
1half,halfFourinaRowSpinner
Recordingsheetforeachstudent

Directions:

1. Playerstaketurnsspinningbothspinners.Iftheyspin32halftheyneedtofirstfillintheirspinontheir
recordingsheet,andthencoverthespaceontheboardwhichanswerstheirspin.Note:therecordingsheetis
importantsothatstudentscanseethatwhentheyhalfthisisa2factandwhentheyhalf,half,itisa4fact.

2. Ifthespaceisalreadycoveredbyanotherplayer,thatplayercanchoosetoremovetheiropponentschipand
placetheirchipinthatspotortheycanchooseanotherspaceontheboardtocover,aslongastheycanstate
thedivisionfacttoclaimthatspace.

3. Thefirstplayertocover4spacesinarowwins.

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Half,HalfFourinaRow

10

10

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Half,HalfFourinaRow
Spinners

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Half,HalfFourinaRow
StudentRecordingSheet

Numberon
Spinner

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Fillin
H=Half
HH=Half,Half

Division
Expression

Quotient

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DIVISIONGAMESTHATCANBE
USEDTOPRACTICEANY
FACTSSTRATEGY

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CoverUpDivision
AllFacts

Thisgamecanbeusedforanyspecificdivisionfact.Forexample,ifyouwantstudentstopracticedividingby5,use
thisgameboardandthe5spinner.

Objective:Studentswillusedivisionstrategiestodividebasicfacts.

ActivityType:Groupsof2

Materials:
Chips(differentcolorforeachplayer)
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).

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CoverUpDivisionGameBoard

five

two

seven

six

zero

three

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nine
9

one

four

eight

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CoverUpDivisionGameBoard

one

seven

zero

six

two

nine
8

eight

five

four
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TigerLand
AllFacts

Thisgamecanbeusedforanyspecificdivisionfact.Forexample,ifyouwantstudentstopracticedividingby5,use
thisgameboardandthe5spinner.

Objective:Studentswillusedivisionstrategiestodividebasicfacts.

ActivityType:Groupsof24

Materials:
Pawn(differentcolorpawnforeachplayer)
Gameboard
Paperclipforspinner
Spinnerforfactsthatyouwantstudentstopractice

Directions:

1. Ontheirturneachplayerspinstheirspinner.Theydividethenumbertheyspinbythenumberwrittenbeside
thespinner.Theymovetheirpawntotheclosestspacewiththeirquotient.

2. Playerscontinuetakingturnsspinning,dividing,andmovingtothenextclosestquotientuntiloneplayerlands
onthelastspace.

3. Togettothelastspinner,theplayermusthaveaquotientwhichiseven.

Differentiation:
Ifstudentsneedtoworkondifferentfacts,eachstudentcanusethespinnerforthefactstheyneedtowork
on.Forexample,(usingthesamegameboard)onestudentmayhavea3spinner,anotherplayermightbe
usinga6spinner,etcThisworksbecausethequotientsofallthefacts(09)arethenumbers(010).

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FourinaRow
AllFacts

Objective:Studentswillbeablethedoubleanddoubleagainstrategytofindfoursfacts.

ActivityType:Groupsof2

Materials:(eachgroupwillneed)
1ThreeinaRowGameBoard
2colorsofcounters(1colorforeachstudent)
1numberspinner

Directions:

1. Ontheirturn,playersspinthedivisionspinner(forthefactstheyneedtoworkon).Theythendividethe
numberonthespinnerbythenumberbesidetheirspinner.Theplayercoversaspaceontheboardwiththis
quotientwithoneoftheirchips.Iftherearenomorespaceswiththeirquotienttheplayerlosestheirturn.

2. Playerscontinuetakingturnsspinning,dividing,andcoveringthequotientuntiloneplayerhas4countersina
rowontheboard.

Variation:
3. Ifthespaceisalreadycoveredbyanotherplayer,thatplayercanchoosetoremovetheiropponentschipand
placetheirchipinthatspotortheycanchooseanotherspaceonboardtocover,aslongastheycanstatethe
multiplicationfacttoclaimthatspace.

Differentiation:
Ifstudentsneedtoworkondifferentfacts,eachstudentcanusethespinnerforthefactstheyneedtowork
on.Forexample,(usingthesamegameboard)onestudentmayhavea3spinner,anotherplayermightbe
usinga6spinner,etcThisworksbecausethequotientsofallthefacts(09)arethenumbers(010).

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Four in a Row

10

10

10

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BeProductiveGame
AllDivisionFacts

Objective:Studentswillusethehelpingfactstomultiplyby6and8.

ActivityType:Groupsof2students

Materials:(eachgroupwillneedthefollowing)
Gameboardinsideaclearplasticsheetprotector(byplacingthegameboardintoaplasticsheetthestudentcan
writeonitwithadryerasemarkerallowingthegametobeplayermanytimeson1board).
Dryerasemarkerforeachstudent
PaperClipforspinner
Spinnerwiththefactsstudentsneedtopractice

Directions:

1. Thefirstplayerspinsthespinner(withapaperclipandpencil)anddividesbythenumberbesidethespinner.
Thestudentthenstatesthedivisionfactandthequotient.Thestudentthencrossesoffthatquotient.

2. Playcontinuesuntilaplayerhascrossedoffallthenumbers.Theplayerthatcrossesoffallthenumbersontheir
sideoftheboard,first,isthewinner.

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0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

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ThreeforAll
AllDivisionFacts

Objective:Studentswillusestrategiestodivideby2.

ActivityType:Groupsof2students

Materials:(Eachgroupwillneed)
Agameboardinaplasticsheetprotector(orlaminated)
Dryerasemarkerforeachstudent
Chips(adifferentcolorforeachplayer)

Directions:

Objectofthegame:Tobethefirstplayertohave3chipsinarow(vertically,horizontally,ordiagonally)

1. Playerstaketurnschoosing2numbersinthebox(crossingthemoffwithadryerasemarker)tomakeadivision
fact.

2. Iftheiranswerisinacircle,theyplaceachiponit.

3. Numbersintheboxmayonlybeused1time.

4. Thefirstplayertoget3chipsinarowwins.

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ThreeforAll1

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ThreeforAll2

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18

14

16

10

16

18

10

14

12

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ThreeforAll3

15

24

18

27

18

12

21

27

24

15

21

12

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ThreeforAll4

20

24

28

12

12

28

32

16

36

32

16

20

24

36

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ThreeforAll5

40

35

20

10

15

20

30

45

35

10

40

30

25

15

45

25

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ThreeforAll6

30

24

36

12

18

42

54

48

12

36

24

54

42

18

30

48

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ThreeforAll7

35

28

56

21

21

49

63

56

42

14

63

42

35

14

49

28

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ThreeforAll8

48

64

48

32

40

24

16

56

64

40

16

72

32

72

56

24

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ThreeforAll9

27

54

18

45

45

72

81

72

63

36

18

27

36

63

81

54

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MIXEDSTRATEGYGAMES

Thesegamescombineall09facts
togetherinthesamegame.

Thesegamesareappropriateafter
studentshavegainedstrategies
forfindingfacts.

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StarStruckDivision

Objective:Studentswillusedivisionstrategiesfindquotients.

ActivityType:Groupsof23

Materials:
Chips(differentcolorforeachplayer)
Gameboard
GameCards

Directions:

1. Ontheirturn,playersdrawacard.Theythensolvethedivisionproblem.Thequotientisthenumberofspaces
theplayermovesforward.

2. Playerscontinuepullingacard,solvingtheproblem,andmovingforwardthequotientuntiloneplayerreaches
theendofthegameboard.Ifastudentisincorrect,theylosetheirturn.

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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

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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

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P/I
P/I
P/I
P
P/I
P/I
P/I
P/I
P/I
P/I
P/I
P/I

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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

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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.

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DIVISIONFLASHCARDS

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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

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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

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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

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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

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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

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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

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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

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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

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