Lesson plan - Study Island



|Math Lesson: Multiplication Facts |Grade Level: 4 |

|Lesson Summary: The teacher begins by asking students for examples of numbers that students know automatically. The teacher tells students that they will begin to |

|learn their multiplication facts so that they become automatic. Students make a t-chart that will help them organize multiplication facts that they already know |

|and ones they still need to learn. Students take a series of multiplication assessments and get immediate feedback on their answers. From those assessments, |

|students record facts that they know and don’t know on their t-charts. For independent practice, pairs of on-level students play Fact Football in which each |

|student answers multiplication flashcards to move a game marker closer to his/her own end zone in order to win. Advanced learners practice finding missing factors |

|in multiplication facts through a card game and then independently answer questions in which they have to find missing factors. Struggling learners learn a |

|strategy that teaches them to start with an easy, familiar problem and then work their way up or down to the difficult problem. Each struggling learner also gets a|

|set of flashcards and writes the answer on the back of each flashcard. |

|Lesson Understandings: |

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|The students will know… |

|Multiplication facts through 12x12. |

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|The students will be able to… |

|Identify products for multiplication facts up to 12x12. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Ask students what kinds of numbers they know automatically. If students are struggling, provide a few examples. Ask students, “Do you know your |

|phone number automatically? Do you know your birthday automatically? Do you know your address automatically?” Ask students for other examples. Tell students they |

|are going to begin learning their multiplication facts so they are automatic as well. |

|Whole-Class Instruction |

|Materials Needed: 1 piece of construction paper per student, writing utensils, 1 colored pencil or crayon per student, 1 set of pre-cut Multiplication Strips* per |

|student, 1 copy of the Multiplication Strips* to project under a document camera, a document camera, Example Construction Paper* for teacher reference, 1 set per |

|pair of students of pre-cut Multiplication Facts Flashcards* that have been copied on cardstock, 1 Fact Football Game Board* that has been laminated per pair of |

|on-level students, 1 game marker per pair of on-level students |

|Procedure: |

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|Give each student a piece of construction paper, and have students draw a t-chart that fills the page. Model this for students under a document camera. Label the |

|left side of the t-chart, “Facts I Know,” and the right side of the t-chart, “Facts I Need to Learn.” Students should label their t-charts in the same way. |

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|Tell students they are going to figure out what multiplication facts they already know well and which facts they still need to work on. Tell students to leave |

|their t-charts on the corner of their desks because they will be writing on them throughout the lesson. |

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|Give students the first Multiplication Strip (the strip including “0” multiplication facts), and have students solve each problem. Tell students that they don’t |

|have much time so they should skip ones that they can’t figure out. Give students 1-2 minutes to work. The goal is to find out which facts students already know |

|well, so don’t give students an unlimited amount of time. |

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|When time is up, give each student a colored pencil or crayon. Project the first strip under a document camera, and review the answers to each problem. Instruct |

|students to circle any problems they missed with the colored pencil or crayon and to write in the correct answer. After you’ve gone through each answer, tell |

|students that they should record any problems they got right on the side of the t-chart that says, “Facts I Know.” Tell students that they should record any |

|problems they missed on the side of the t-chart that says, “Facts I Need to Learn.” |

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|Repeat this process for the remaining multiplication strips. When you have gone through all of the strips, students should have every problem written on their |

|construction paper. Tell students that they should keep the t-chart to help them study the facts that they need to learn. You may want to send the construction |

|paper home for parents to study with the students. You may want to designate 5 minutes of class time a day for students to practice those facts they still need to |

|learn. |

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|After the lesson, staple each student’s complete set of Multiplication Strips together and collect them. Write the student’s name on the multiplication strips. |

|After a few days of studying, you can individually quiz students on the problems they initially missed and mark the ones on which they are now successful. You can |

|show students their progress as they improve. |

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|For continued practice, tell on-level students that they are going to play a game to practice their multiplication facts. Put students into pairs to play the game,|

|and give each pair a set of Multiplication Facts Flashcards, a Fact Football Game Board, and a game marker (a bean or any small object will work). Students will |

|also need the set of Multiplication Strips they answered and corrected from earlier in the lesson. Tell students that the game marker should start in the middle on|

|the star. Each player should choose one side of the game board to be his/her end zone. The flashcards should be placed face-down beside the board. When it’s time |

|to play, one player (it doesn’t matter which one) will turn over the flashcard on top to reveal a multiplication fact. The first player to say the correct product |

|gets to move the game marker one line in the direction of his/her end zone. In the event that both students answer simultaneously, a player should turn over |

|another flashcard. If one player thinks the other answered incorrectly, s/he may challenge the answer and check the multiplication strips for the correct answer. |

|If the player did answer incorrectly, the game marker doesn’t move, and the other player has an opportunity to say the answer for the same flashcard. Play |

|continues as players move the game marker back and forth as they answer the flashcards correctly until the game marker reaches one of the player’s end zones. |

|Advanced Learner |

|Materials Needed: 1 deck of cards with face cards removed, 1 copy of the Advanced Learner Problems* per student, writing utensils |

|Procedure: |

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|Gather students who know most of their multiplication facts automatically. Write the problem |

|6 x ___ = 42. Tell students that they will be solving problems like these—problems that show a multiplication fact where one of the factors is missing. Ask |

|students what number should go on the blank. Elicit responses, leading students to see that when 6 and 7 are multiplied, the product is 42. |

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|Tell students that will be practicing problems like these in a card game. Explain to students that two students will play against one another. The winner of those |

|two students will then play another student in the group. Demonstrate how to play by having two students stand up, facing one another. Draw two cards from a deck |

|of cards. Place one card on each of the student’s foreheads, having the students hold the cards in place. Each student should be able to see his/her opponent’s |

|card, but not his/her own. The remaining students in the group should be able to see both cards. Tell each student that his/her job is to figure out what card |

|he/she is holding to his/her own forehead. Ask the remaining students in the group to figure out the product of the two players’ cards. Call on a student to give |

|the product aloud. When s/he says the product, tell the two players that they should use that information to figure out what card is on their forehead. The first |

|player to correctly call out his/her card wins that round of the game. When students understand the game, have two students play against each other. When a winner |

|of the round is determined, have the winning student remain and play another round against another student. Continue play for several rounds. |

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|After students have practiced finding the missing factor in the card game, give each student a copy of the Advanced Learner Problems. Read the directions aloud to |

|students, check for understanding, and allow them to work independently. |

|Struggling Learner |

|Materials Needed: 1 set of pre-cut Multiplication Facts Flashcards* placed in a plastic baggie per student, writing utensils, 1 individual student whiteboard per |

|student, 1 dry-erase marker per student, 1 tissue per student, Example Whiteboard* for teacher reference |

|Procedure: |

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|Gather struggling learners together, and give student an individual whiteboard, dry-erase marker, and a tissue. Tell students that you are going to teach them a |

|strategy called, “Start with…” Tell students that the strategy will help them figure out the multiplication facts that they don’t know until they have had enough |

|time to learn them all. |

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|Tell students that the “Start with…” strategy helps them start with an easy problem them know and then work their way up or down to the problem they are trying to |

|figure out. |

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|To teach the “Start with…” strategy, have students write the problem 7 x 6 on their whiteboards. Tell students that you are going to model the strategy for a |

|problem that gives you trouble. You want students to believe that this is a strategy that you use to help you find answers to difficult math facts. Tell students |

|that this is a problem that is hard for you, so you are going to use the “Start with…” strategy to help you find the answer. Tell students that you are going to |

|think of a related problem that’s easier. The easy problem will contain one of the numbers from the hard problem. Tell students 7 x 5 is an easy problem for you. |

|Write 7 x 5 = 35 on the white board below the original, more challenging problem. Tell students that this problem is going to help you work up to the hard problem.|

|Write 7 x 6 again on the whiteboard, but this time write it below the easier 7 x 5 problem. Tell students that you know 7 x 6 is one more 7 than 7 x 5, so the |

|answer is going to be 7 more than 35. Fill in 42 as the answer. Conclude by saying 7 x 5 is an easier problem that helped you find the answer to a harder problem, |

|7 x 6. |

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|Ask a student for a fact that they think is hard. Model for them how to write the hard problem down. Ask them to think of an easy problem that contains one of the |

|numbers from the hard problem. Model for students how to work up to the hard problem if the easy problem is smaller than the hard problem. Model for students how |

|to work down to the hard problem if the easy problem is larger than the hard problem. Continue modeling the strategy until students can do it on their own. |

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|After students understand the problem, give each student his/her own set of Multiplication Facts Flashcards. Have them work in partners to go through each problem |

|and write the correct product on the back of each flashcard. Monitor as students are writing on their flashcards to see that they are writing the correct products |

|for each card. |

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|The flashcards can be sent home with students to study with their parents. |

*see supplemental resources

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