Mastering the Multiplication FactsSupporting meaning, building fluency

Carole Fullertonhttp://mindfull.wordpress.com

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http://mindfull.wordpress.comhttp://mindfull.wordpress.com

When it’s your turnRoll the dice and say the number.

Put a counter on: • the number the dice shows, or• double that number, or• half of that number (if the answer is a

whole number).

The end of the gameGo on until all the counters are used up.Whoever makes the longest straight linewins the game.

Rules• Only one counter on a square• If all the available spaces are full, roll the

dice again until you can find a space• A line can go sideways, or up and down,

or diagonally

Doubles and halves for 2 players

Maths of the Monthyou need, for each player: • 1–20 dice or spinner• 10 counters each, in your

own colour

7–9 © BEAM Education www.beam.co.uk

11 22 33 44 55

66 77 88 99 1100

1111 1122 1133 1144 1155

1166 1177 1188 1199 2200

2222 2244 2266 2288 3300

3322 3344 3366 3388 4400

Sample gamePaolo’s rolled a 7. He could cover 7 or 14,but not 3 . He put it on 14, completed aline of four, and won the game.

₁"

20 PART SPINNER

1 2 3 4

5

6

7

8 9

1011 12 13 14

15

16

17

18 19

20

Carole Fullerton, 2011 based on a game by BEAM – http://www.beam.co.uk/mathsofthemonth.php

Double or Double-Double

Pick a factor from the Factor Box. Double it (multiply by 2) or double-double it (multiply by 4). Find the product below and cover it in your colour. Four in a row wins!

Factor Box

1 2 3 4 5 6

7 8 9 10 12 14

24 8 6 20 12 4

16 28 14 32 18 24

10 2 6 36 28 40

12 14 18 4 16 20

10 8 24 32 36 2

40 28 18 16 4 6

Carole Fullerton 2012 Based on a game from BEAM http://www.beam.co.uk/index.php

Three in A Line - A Multiplication by 9 Game How to Play – Put one counter on “9 x 8 ” in the multiplication wheel. Following the arrows, Player A moves either one space or 2 spaces (to 9x6 or 4x9). Player A puts a counter in his colour on the product (54 or 36). Player B now moves either one space or 2 spaces along the multiplication wheel, and covers her product in her colour. Three in a line in a colour wins!

54 36 63 45 27

18 72 90 81 36

45 18 81 72 54

90 63 36 27 90

81 54 63 45 72

Four in a Row! A multiplication game

25 30 35 40 45 50

30 36 42 48 54 60

35 42 49 56 63 70

40 48 56 64 72 80

45 54 63 72 81 90

50 60 70 80 90

Roll the die. Multiply your numbers. Find the product on the grid and cover it in your colour. Give your partner a turn. First one to have 4 in a line wins!

100

The Square Numbers

NAME:

© 2010 National Council of Teachers of Mathematicshttp://www.nctm.org/

The Product Game

Product Games Rules

1. Player A puts a paper clip on a number in the factor list. Player A does not mark asquare on the product grid because only one factor has been marked: it takes twofactors to mark a product.

2. Player B puts the other paper clip on any number in the factor list (including thesame number marked by Player A) and then shades or covers the product of the twofactors on the product grid.

3. Player A moves either one of the paper clips to another number and then shades orcovers the new product.

4. Each player in turn moves a paper clip and marks a product. If a product is alreadymarked, the player does not get a mark for that turn. The winner is the fi rst playerto mark four squares in a row—up and down, across, or diagonally.

Materials for each pair of students:

Several copies of the gameboard 2 paper clips2 different colored markers

Allow your students to play the Product Game several times with their partners. Instruct them to look for interesting patterns and winning strategies.

Give them 10 minutes to free-write on their experience, asking them to refl ect on strategies that worked or failed.

After they turn in their free-writes, facilitate a whole class discussion.

NAME:

© 2010 National Council of Teachers of Mathematicshttp://www.nctm.org/

The Product Game (continued)

Source: Lappan et al. (1996c); used with permission.

1 2 3 4 5 6

7 8 9 10 12 14

15 16 18 20 21 24

25 27 28 30 32 35

36 40 42 45 48 49

54 56 63 64 72 81

Factors:

The Product Gameboard

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Mastering the Facts – Subtraction © Carole Fullerton 2012 9

Assessment – The Van de Walle Big 5 In order to assess what students know about these initial strategies, have them complete the “Van de Walle Big 5 Assessment”. (A line master is included in the final pages of the resource.) This tool asks students to represent their understanding of a strategy or concept by representing it in:

• numbers• equations, number stories, written examples, charts and tables

• pictures• drawings or real objects or manipulatives

• words• descriptions, explanations, strategies, procedures, reasoning,

justification• real-world context

• a story problem that demonstrates action or the application of theconcept to a real situation

• models• using manipulatives to build, demonstrate, illustrate to enact

Of these, only 4 are included on the form since the last – models – is to be built off the page. Consider capturing this important form of student work with a digital camera and adding it to the assessment sample.

Have students record the name of the strategy – or even a sample problem – in the oval in the centre of the graphic organizer. Around it, they should work to represent their thinking in many ways. Students will need to see this modeled initially. It’s worthwhile doing the first few “Van de Walle Big 5 Assessments” together as a class so that students understand what is being valued and asked of them.

By following the lessons in this resource, even very young students will make connections between numbers and pictures, between words and models, between real-world context and numbers again… The more often students transition between these different representations, the deeper their learning will ultimately be.

Carole Fullerton 2012 based on the work of John Van de Walle

Van de Walle – Big 5 Assessment

Numbers Pictures

Words Real-World Context

strategy

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