Multiplication Facts Practice - Everyday Math

1 Teacher s Lesson GuideAlgorithms PracticeEM FactsWorkshop Game AssessmentManagementFamily LettersCurriculumFocal PointsCommon Core State Standards Lesson 3 3 169 Additional InformationStudents take and score a Practice 50- Facts test. They will take a real test in Lesson 3 4. After that, the test will be offered as an optional Part 3 Extra Practice activity about once per unit. Four versions of the test are supplied on Math Masters, pages 410 s Reference Manual, Grades 4 6 pp. 269 271 Key Concepts and Skills Rename a fraction as an equivalent fraction and as a percent.

2 [Number and Numeration Goal 5] Solve Multiplication Facts . [Operations and Computation Goal 3] Identify and use patterns in the Multiplication /Division Facts Table. [Patterns, Functions, and Algebra Goal 1]Key ActivitiesStudents look for patterns in Multiplication Facts . A 50- Facts test for assessing students automaticity with Multiplication Facts is given. Key VocabularypercentMaterialsMath Journal 1, p. 58 and inside front coverStudy Link 3 2 Math Masters, p. 410slate pen or colored pencil base-10 blocks (optional)Playing Baseball MultiplicationStudent Reference Book, pp.

3 231 and 232 Math Masters, p. 460per partnership: 4 pennies or other markers, 2 six-sided dice, calculator, counters (optional) transparency of Math Masters, p. 460 (optional)Students Practice Multiplication Boxes 3 3 Math Journal 1, p. 59 Students Practice and maintain skills through Math Box Assessment: Recognizing Student Achievement Use Math Boxes, Problem 3. [Operations and Computation Goal 6]Study Link 3 3 Math Masters, p. 78 Students Practice and maintain skills through Study Link Skip-Count Patterns on the Hundreds GridMath Masters, p. 79highlighter, colored pencil, or crayonStudents skip count on a hundreds grid to identify CombinationsMath Masters, p.

4 80 Students apply Multiplication Facts and patterns to solve a combinations Practice Exploring Prime and Composite NumbersMath Masters, pp. 77 and 403 Students use rectangular arrays to investigate prime and composite Practice Playing Multiplication Top-ItStudent Reference Book, p. 264 Math Masters, p. 5064 each of number cards 1 10 (from the Everything Math Deck, if available)Students Practice Multiplication the Les sonOngoing Learning & Practice1324 Differentiation OptionsMultiplication Facts PracticeObjectives To introduce the 50- Facts test; and to provide Practice with Multiplication Facts .

5 1692/1/11 9:21 AM2/1/11 9:21 AMGetting StartedMath Message Find the 9s Multiplication Facts in the Multiplication /Division Facts Table on the inside front cover of your patterns do you see? Write about them at the top of journal page Link 3 2 Follow-Up Have students determine which factors of 36 are Math and Reflexes Pose Multiplication Facts and extended Facts . Suggestions: 3 2 = 6 7 5 = 35 40 6 = 240 5 4 = 20 8 4 = 32 9 50 = 450 4 3 = 12 9 6 = 54 40 70 = 2,800 6 6 = 36 8 7 = 56 80 50 = 4,000170 Unit 3 Multiplication and Division; Number Sentences and AlgebraPatterns in Multiplication FactsLESSON3 3 Date Time Math MessageLook at the Multiplication /Division Facts Table on the inside front cover of your journal.

6 1. Find a pattern in the 9s Multiplication Facts . Describe the pattern. Sample answers: When you add the digits of the product together, the sum is always 9. Halfway down the column, the ones and tens digits switch places. The ones digit decreases by one each time you move down, and the tens digit increases by one. 2. Find a pattern in the 5s Multiplication Facts . Describe the pattern. Sample answers: The last digit in the product is always either 0 or 5. The tens digit is repeated twice as you move down, then increases by one and repeats twice again.

7 3. What other patterns can you find in the Multiplication Facts ? Write about some of them. Sample answers: The multiples of 3 always have digits that add up to 3, 6, or 9. The chart is symmetrical on either side of the square numbers. Multiples of 10 have zero in the ones place. For the 2s Facts , the digit in the ones place of the product is an even 5811/10/10 3:15 PMMath Journal 1, p. 58 Student Page1 Teaching the Lesson Math Message Follow-Up WHOLE-CLASSDISCUSSION(Math Journal 1, p. 58; inside front cover)Have students share their observations about the 9s Multiplication Facts .

8 These might include the following: The sum of the two digits in a 9s product is 9. For example, 9 7 = 63 and 6 + 3 = 9. As you review the 9s Facts in order, the 10s digit increases by 1, and the 1s digit decreases by 1. To find 9 times a number, find 10 times the number, and then subtract the original number from the result. For example, to find 9 8, think 10 8 = 80 and 80 - 8 = students complete journal page 58 and discuss their findings. Administering a Multiplication WHOLE-CLASS ACTIVITYF acts Practice Test(Math Masters, p. 410)Discuss with students the importance of memorizing Multiplication Facts : It allows you to solve problems you encounter in Everyday life.

9 For example, to determine how many cupcakes are in 6 packages with 6 cupcakes per package, you usemultiplication to solve the problem. It makes doing math much easier. If you have to stop and think what 7 8 is when you are solving a problem, it slows you down. You are more likely to make a mistake or lose track of what you are StartedNOTE For Facts Practice Tests with Facts through 12 12, see 17011/10/10 5:30 PM11/10/10 5:30 PMTell students: Today you will Practice taking a timed test on the Multiplication Facts . This test will help you measure your automaticity with the Facts .

10 In the next lesson, you will take a real test. Now take out a pencil and a pen or colored pencil. The tests will be passed out facedown. Do not turn the tests over until I give the signal to explain the procedure for the Start On my signal, turn the tests over and work for one minute in pencil, answering as many Facts as possible. Do not skip any Facts . Begin at the top of the first (left-most) column, work down that column, and continue at the top of the next Finish After one minute, I will give another signal. At this signal, switch from pencil to pen or colored pencil.