Name: Allie Klein

Lesson Number: 2

Subject Area: Math

Grade Level: 3rd (Advanced)

Date: April 1, 2016

Start Time: 11:00 am

End Time: 12:00 pm

Cooperating Teachers Signature:

Topic/Concept/Skill: Multiplication and Division Facts
Related Standard:
3.C.6
Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10
3.C.5:
Multiply and divide within 100 using strategies, such as the relationship between multiplication
and division

Background:
The students have a decent knowledge base of multiplication and division facts, and can recall
these facts fairly quickly, sometimes needed help from their fact charts in their journals.

Content Objective of Instruction:

In order to master memorization (knowledge/comprehension) of multiplication and division
facts, students will be able to review many different facts by participating in three different
activities (application) where they will have to figure out the correct answers to multiple fact
questions within a one hour time period.

Language Objective of Instruction:

Students will read many different multiplication and division fact questions using prior
knowledge of math vocabulary words.

Teacher Materials/Resources:

I Have, Who Has multiplication fact cards (Already printed out in top desk drawer)
Link if needed: https://www.superteacherworksheets.com/multiplication/multiplicationihavewhohas_TWZDR.pdf

A copy of I Have, Who Has answer chain sheet (attached at end of lesson plan)

30 copies of multiplication/division fact scavenger hunt activity sheet (attached at end of

lesson plan)

Answer key to scavenger hunt activity sheet (attached at end of lesson plan)

Link to Fact Dash game:

http://www.mhschool.com/math/2009/ca/assets/factdash.html

Smartboard and projector

Index cards with student names (Held by magnet up on the front whiteboard)

Student Materials:

Pencil

Multiplication fact charts (if needed)

For ENL learner: 4 Corners Vocab cards

Anticipatory Set (Introductory Approach):

We will play the multiplication version of the I Have, Who Has game, using cards (pg 85 in
book). At the start of the students math block, they will immediately begin practicing their facts
and preparing for the rest of the blocks review activities. They will be excited to play the game
and it will spark their interest for the rest of the math block.
Instructional Procedures (Whole Group): (Blooms Taxonomy: Application)
1. Greet students as they walk in for their math block. Some students will be switching with
Mrs. Grismores class, and some students will remain in the room for this block.
2. Walk around the room with the blue homework tray (located at the back of the room on
the circle table) and collect all HomeLink worksheets from the night before from each
student. Any student that does not have their homework must stay in during recess to
finish it. Write down these students names on a post-it so you dont forget to keep them
during recess. (5 minutes)
3. After the students have settled in and all homework has been collected, announce to the
students that todays math block will be all about reviewing and practicing multiplication
and division facts, in order to get better at memorizing them!

4. Anticipatory- Tell the students that to kick off our fun math review day we will be
playing a few rounds of multiplication I Have, Who Has? (Pg. 85 in book)
(Verbal/Linguistic). Grab the stack of cards from my top desk drawer, along with the
answer chain page. Make sure cards are shuffled. Pass out cards, starting with one card
per student. If there are cards left over, ask students who would like another card to raise
their hands and continue to pass out until no cards are left over. The first question on the
answer chain is I have 35, who has 4x4?, so ask for the student who has 35 to raise
their hand, and then tell them to read their Who has question (reading and speaking).
This will start the chain going, and make sure to follow along closely with the answer
sheet in case a student makes a mistake and breaks the chain. If this happens, simply
pause the game and backtrack to the problem question. Gently give the correct answer
and continue with the chain. Once the chain gets back to the first question, 35, the round
is over. As long as time allows, continue to do more rounds and use a timer to see if the
students can go faster and beat their time. They love doing this. (Total time: max 15
minutes)
5. After 15 minutes has passed, end the game and praise the students for their phenomenal
multiplication abilities! Collect the cards from each student and safely return the deck
and answer sheet to my top desk drawer.
6. Tell the students that our next activity will be a fact scavenger hunt! (Pg. 91 in book)
(Bodily/Kinesthetic) Pass out the activity sheet and make sure every student has one.
Once all sheets are distributed, explain to the students the rules and steps of the activity:
(listening)

Every student will be responsible for finding the answer to one question on the
sheet, which you will assign to them.

After each student has been assigned their individual question, they will have 5
minutes to work independently on figuring out the answer.

The students will then be able to get up and walk around the room, using all the
people and resources to obtain the rest of the answers. The students will have
about 15 minutes to complete their worksheets.

At the end of time, the students will return to their seats and spend another 5
minutes finishing any problems that are left over.

7. After these rules have been explained to the class, grab the index cards with the students
names. Assign #1 on the scavenger sheet to the first card you pull from the stack, and
continue to go down the list and pull name cards until every student has 1 question to
focus on.
8. Instruct the students to silently work on ONLY THEIR ASSIGNED PROBLEM for a
total of 5 minutes (writing). Tell the students that once they have finished their individual
problem, they must bring it up and have their answer checked by you before continuing
with the activity.
9.

Set the timer on my desk for 15 minutes and allow the students to begin walking around
the room and finding the missing answers they need from their peers (speaking). Walk

around the room with them and make sure students are staying focused and completing
the task at hand.
10. Once the timer has gone off after 15 minutes, tell the students that it is time to return to
their seats. Tell them that they will now have another 5 minutes to silently work on any
problems that they have not finished yet (writing). After these 5 minutes are over, collect
all of the scavenger hunt sheets, which I will grade later as an evaluation of learning.
11. For the remaining 15 minutes of class, tell the students that we will play a game called
Fact Dash, using the Smartboard at the front of the room. The students have played this
game many times before in class and really enjoy it. (Link to this game listed in teacher
materials)
12. Turn on the projector, which is already connected to my computer. Pull up the Fact Dash
website (link in teacher materials) and make it full screen. Go to the front of the room and
turn on the Smartboard. Start with one round of the game, which will simply ask for
answers to multiplication and division facts within a time limit. Use the name index cards
to call students up to the board one at a time to answer the Fact Dash questions.
(Bodily/Kinesthetic & Visual) The students can use the Smartboard pen to tap the
correct answer on the board. Go through as many rounds as time allows.
13. Closure: Once it is almost noon and time for the students to leave, turn the projector off
and have students sit quietly in their desk. Talk to the students about how important it is
to memorize multiplication and division facts, because they will use them in math for the
rest of their lives. Having review days like they did in class today, as well as practicing

on your own, will help memorization to become easier and easier. Praise them for
working so hard today and for doing such a great job working on their facts.
14. At this time, the math block is now over and the students are dismissed to go to recess.

Provisions for ENL Learner:

ENL student will have copies of the 4 corners vocabulary necessary to help with this lesson. The
student can refer back to these cards whenever needed. (Vocab cards at end of lesson plan)

Provisions for IEP Learner:

This student has Autism Spectrum Disorder, and it is possible that the scavenger hunt activity
may be too overwhelming for him. Because of this, he might become unresponsive and put his
head down on his desk and not follow directions. If the student does show these signs of being
overwhelmed, ask him gently if he would like to take a break from the class and go down to the
O.C.E.A.N. room to talk with a behavior specialist. This student knows where the room is and is
able to get there by himself. He should be able to participate in the other activities without a
problem.

Closure:
Talk to the students about how important it is to memorize multiplication and division facts,
because they will use them in math for the rest of their lives. Remind them to practice on their
own whenever they can, using their flash cards or chart. Having review days like we did in class
today, as well as practicing on your own, will help memorization to become easier and easier.
Praise them for working so hard today and for doing such a great job working on their facts. This

will help the students to feel proud of themselves, and encourage them to keep practicing on their
own.

Evaluation of Learning:
This whole review day will be an evaluation of learning, I will be able to tell how well the
students know their multiplication and division facts through their individual and overall success
with the three activities. I will actually grade the scavenger hunt worksheet to see how well the
students worked together to come up with the correct answers.

Remediation: For students that I notice are struggling with their facts, I will invite to
come to my classroom during FlexTime for the next few days, where we will go over
what was learned in math class that day.

Extend/Enrich: For students who are doing exceptionally well with their facts and finish
the scavenger hunt early, I would ask them if they would like to walk around with me and
help check answers for other students.

Independent Practice: Students have multiplication facts flash cards they can practice
with at any time on their own, as well as a multiplication chart in their math journals.

***For the ENL Learner:

No major provisions in the evaluation of learning need to be made, the student may use
their vocabulary cards to assist with any math words they are unsure of, whether at school
or at home for independent practice.

***For the IEP Learner:

Again, no major provisions need to be made with the evaluation of learning, the student
will be able to do independent practice just fine on his own, and will be evaluated just the
same as any other student.

Multiplication/Division Facts Scavenger Hunt

Name_____________________

1.) Find the product of: 5 x 7

Answer______________

3.) Find the quotient of: 64 8

Answer______________
5.) Find the answer to this equation: 9 x 8
Answer__________________
7.) Multiply 6 by 5
Answer________________
9.) Find the quotient of: 42 6
Answer________________
11.) Divide 18 by 6
Answer________________
13.) Find the product of: 7 x 4
Answer________________
15.) Multiply 4 by 9
Answer________________
17.) Find the answer to this equation: 66 11

2.) Find the product of: 3 x 9

Answer__________________

4.) Find the quotient of: 15 3

Answer__________________
6.) Divide 21 by 7
Answer______________
8.) Find the product of: 2 x 7
Answer__________________
10.) Find the answer to this equation: 20 5
Answer__________________
12.) Multiply 8 by 5
Answer__________________
14.) Find the product of: 5 x 10
Answer__________________
16.) Divide 45 by 9
Answer__________________
18.) Find the product of: 3 x 3

Answer________________
19.) Divide 25 by 5
Answer_________________
21.) Find the product of: 6 x 2
Answer_________________

Answer__________________
20.) Find the answer to this equation: 10 x 4
Answer___________________
22.) Multiply 9 by 9
Answer___________________

Multiplication/Division Scavenger Hunt Answer Key

1. 35
2. 27
3. 8
4. 5
5. 72
6. 3
7. 30
8. 14
9. 7
10. 4
11. 3
12. 40
13. 28
14. 50
15. 36
16. 5
17. 6
18. 9
19. 5

20. 40
21. 12
22. 81

Equation

A number sentence

Todays homework is to
solve multiplication
equations.

10 x 6 = 60

Divide

20 4 = 5

Product
The student looked at the
multiplication problem,
trying to figure out the
product.

Quotient

When solving a division

problem,
need
to to
find
Do youyou
know
how
the quotient
to by
answer
divide 21
7? it.

The answer to a
multiplication equation

4 x 3 = 12

The answer to a division

equation
Splitting into equal groups

21-7-7-7 = 0
The quotient is 3

Multiply

To find out how many cubes

were in the square, I had to
multiply 5 by 3

Adding over and over

again

5 + 5 + 5 = 15
(3 x 5 = 15)