1 Silveira Math Fluency Activities Curriculum

Math Fluency
Direct Instruction for Basic Math Facts and
Other Important Skills
Anna Silveira
Saint John Paul II Catholic School
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© 2023 Anna Silveira
Lesson 1: Metacognitive Skill: Explain
Show the student a 100 chart. Ask the student to tell you everything she knows
about a 100 chart. If the student cannot tell you anything, use the following guiding
questions:
1. What does the chart show you?
2. Are there any patterns you can see?
3. Have you ever used this to help you in math class?
4. Is there anything else you notice about this chart?
Say, This is a 100 chart. It shows us all the numerals between 1 and 100. It
begins with 1, the least numeral on the chart. It counts by ones going across
the rows, and it counts by tens going down the columns. The last numeral is
100, the greatest numeral on the chart. We are going to use this chart to learn
about metacognitive skills that you can use in math.
Metacognitive Skill #1: Explain

Note: The wrap-up for this skill will address using precise, mathematical
vocabulary. For this lesson and accompanying activities, let the student tell you
everything she knows without correcting for vocabulary.
Referring to the Metacognitive Skills poster, introduce the first metacognitive skill,
Explain. Say, Metacognitive skills are the skills we use when we think about
our thinking. One of the skills I’m going to ask you to use in math lessons is
explaining. Let’s practice explaining your thinking now. Look at the 100
chart. Point to the numeral 1. How did you find it so quickly? Now point to
the numeral 100. How did you find it so quickly? Now point to the numeral
89. How did you find it so quickly? Yes, you knew that 89 is closer to 100 than
it is to 1, so it is close to the bottom of the page. Now point to the numeral 50. I
noticed that as you searched for it, your finger went to the middle of the page,
then you went to the right. Can you tell me about what you were thinking
about as you looked for the correct box? Repeat and validate the student’s
explanations and refer back to Explain as a metacognitive skill.
Activities:
1. Check the student’s ability to name numerals by quickly pointing to each
numeral in the first two rows of the chart and ask her to name them as
quickly as she can in order from 1-20.
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2. Ask the student to identify isolated numerals as you point to them (for
example, 34, 43, 67, 76, and 91). Students should be able to name numerals
automatically, both in order and in isolation, before moving on to any further
activities.
3. Ask the student to find the numeral 54, then the numeral 45. Ask, These two
numerals have the digits 4 and 5. How did you know where to look for
each one? Show the numerals 45 and 54 to the student, either by pointing to
them on the chart or using separate index cards. Ask, What do these two
numerals have in common? What is different about them? Did you
expect them to be close together on the chart? Why?
4. Remove the chart from the student’s view. Say, The next two numerals
that I’m going to ask you to find are 17 and 71. Do you expect them to
be close together on the chart in the same way that 45 and 54 were close
together? Why or why not?
5. Ask the student to find the numeral 17, then the numeral 71. Ask, These two
numerals have the digits 1 and 7. How did you know where to look for
each one? Show the numerals 17 and 71 to the student, either by pointing to
them on the chart or using separate index cards. Ask, What do these two
numerals have in common? What is different about them? Did you
expect these two numerals to be close together on the chart in the same
way that 45 and 54 were?
6. Ask the student to find the numerals 10, 40, 60, and 80. Ask, What do these
numerals have in common? How did you find them quickly on the
chart?
7. Ask the student to count aloud by twos, starting with the numeral 2 and
stopping at 30. Observe whether the student needs to use the chart to track
her counting, or if she is able to skip count without the chart. Ask what steps
the student took to count accurately.
8. Ask the student to count aloud by fives, starting with the numeral 5 and
stopping at 100. Observe whether the student uses the chart or not. Ask what
steps the student took to count accurately.
9. Ask the student to count aloud by tens, starting with the numeral 10 and
stopping at 100. Observe whether the student uses the chart or not. Ask what
steps the student took to count accurately.
10. Ask, Are there any other patterns that you have noticed while using the
100 chart today?
Wrap up by saying, Today you were able to explain your thinking on a 100
chart by telling me about patterns and telling me what you thought about as
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you searched for accurate answers. As we do more activities to build your
understanding of numeracy, it will be important for you to explain your
thinking. Part of that will be using precise, mathematical vocabulary. An
example of that might be, when you tell me about the numeral 45, be careful
not to say, “There’s a 4 here and the 5 there,” instead, say, “There is a 4 in the
tens place and a 5 in the ones place,” or, “The digit in the ones place is 5.” I
will help you as we go on. Next time, we will learn two more metacognitive
skills that will help you in math lessons.
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Lesson 2: Metacognitive Skills: Pacing and Self-Monitoring
Metacognitive Skill #2 Pacing and Metacognitive Skill #3 Self-Monitoring

Referring to the 100 chart from Lesson 1 and the Metacognitive Skills poster, say,
Last time, we learned about the metacognitive skill of explaining your
thinking. Remember that metacognition is thinking about your thinking.
Today we will talk about another important skill: pacing yourself. Pacing
yourself means finding the right speed for you. Sometimes it is a good idea to
go as fast as you can. Can you think of some times when going as fast as you
can is a good idea? (Some examples: a foot race, tongue twisters, games with
timers, etc.) Sometimes, it is not a good idea to go as fast as you can. Can you
think of some times when it is better to slow down and be more careful? (Some
examples: a test, aiming for a target, cooking). Today, I am going to ask you to
complete some activities that should be done accurately, not quickly. You will
probably be able to do these things quickly, but you should try to think about
your speed as you go. Be sure that you are going at the right speed for you.
Provide the student with a blank 100 chart. Ask the student to fill in the numerals
from 1-100 using whatever strategy she would like to use. Be prepared to give up
to 5 minutes of silent work for this activity. Students sometimes fill in the numerals
from 1-100, but sometimes they choose to fill in the numbers using a different
method, and sometimes it is unexpected! Take note of how she completes the
chart, and be ready to discuss the method. Also take note of any times the student
makes a mistake, but do not correct her yet. Students sometimes catch their own
mistakes immediately, and sometimes they fill in entire sections of the chart before
realizing an error and erasing all of it. Your observations will be important to wrap
up the discussion. During the discussion, be ready to hold the student accountable
for precise, mathematical vocabulary, such as rows, columns, tens place, ones
place, numeral, etc.
When the student has completed the 100 chart accurately, say, Do you think you
paced yourself well? Why? I noticed that you erased ____ (a little/a lot/this
numeral, etc). Can you tell me how you knew you made a mistake? Can you
tell me what your strategy was to correct your mistake? By pacing yourself,
you were able to find and correct your own mistakes. That is the third
metacognitive skill, Self-Monitoring. Self-Monitoring and Pacing go together
because you have to go at the right speed for you in order to find and correct
your own mistakes. For right now, accuracy is going to be a lot more
important than speed.
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Activities:
1. Introduce and practice the Numeral Naming deck. The student will name the
numeral written on the card exactly as it is written. All numerals from 1-20
and a few “tricky” numerals are included to begin with (such as 101, 110,
111, and multiples of 10 up to 120). If needed, remind the student that
accuracy is more important than speed right now.
2. Introduce and practice the Subitizing deck. The student will subitize the dots
on one card at a time. The deck will include two cards each with dot sets of
1-6, modeled after the faces of a number cube/dice. If needed, remind the
student that accuracy is more important than speed right now.
3. Take turns rolling a single number cube and subitizing the number shown. If
needed, remind the student that accuracy is more important than speed right
now.
Wrap up by saying, Today you were able to pace yourself and self-monitor
while completing a short assignment. You also explained how you completed
your assignment by telling me how you found the right speed for you and how
you corrected your own mistakes. You used precise, mathematical
vocabulary. In our next lesson, be ready to use all of these skills to build your
fact fluency.
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Lesson 3: Combining/Add 1 More
Fluency practice:
Numeral Naming – Practice the deck 1-2 times.
Subitizing – Practice the deck 1-2 times.
Combining/Add 1 More:
Place a 5-dot card on the table, and ask the student to state the quantity. Then,
place a 1-dot card next to it and ask the student to state the new quantity, 6. Ask,
How did you know that these two cards together make 6? Yes, 1 more than 5
is 6. What you did in your head very quickly is called combining. You
subitized the quantity 5, then you subitized the quantity 1, and finally you
combined them to make a total quantity of 6. We are going to practice this in
two different ways today. If needed, remind the student that Counting Up or
Counting On is a strategy in which they can subitize two quantities, determine the
greatest quantity, and count on from there. Students should not be counting both
quantities starting from 0.
Activities:
1. Place a 1-dot card on the table. Keep it there as you place other dot cards
from the deck next to it at random. Ask the student to combine each new dot
card with the 1-dot card and state the total.
2. Using a pair of dice, place one die on the table that will always show 1. Take
turns rolling the second die and combining with 1 to state a total.
3. Introduce and practice the Add 1 More Deck. Tell the student that she
should think about the numeral written on the cards and add 1 more before
giving a total. If needed, remind the student that accuracy is more important
than speed right now.
4. Using the Add 1 More Deck, have the student “prove” her answers using the
100 chart using precise, mathematical language: rows, columns, ones place,
tens place, regroup, numeral, etc. Have the student discover and explain the
connection between the given numeral and the total. An example might be,
“When I add 1 more to the numeral, the next number on the chart is the
total” or “1 more than the given numeral is the numeral to the right.” This is
also an opportunity to discuss the vocabulary term adjacent.
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5. Display the numeral 8 from the Add 1 More Deck and ask the student to
state a total (9). Explain that by doing this in her head, she is using a
function in her brain called working memory. She is holding the numeral in
her memory, then taking another step by adding 1 more and stating the total.
Ask, What does this look like in your brain? Are you making a picture?
Are you writing out the numerals in your head?
6. Display the numeral 19 from the Add 1 More Deck and repeat the steps from
Activity 4. Point out that adding one more to a 9 in the ones place requires
the student to regroup to the tens place. Have the student discover and
explain how that relates to the previous discussion about adjacent numerals
on the 100 chart.
7. Display the numeral 199 from the Add 1 More Deck and repeat the steps
from Activities 4 and 5. Ask if the student noticed whether adding 1 more to
this number happened as fast or as automatically as adding 1 more to a
number like 8 or 19.
Wrap up by saying, Today you were able to use all of the metacognitive skills
we’ve discussed to combine quantities with both speed and accuracy. You also
used precise, mathematical language to explain your thinking. Let’s begin a
list of strategies that you will be able to use. Provide a Mental Math Strategies
template, and have the student write in the addition column: 1) Subitize, 2)
Combine 3) Count Up/Count On, and 4) Add 1 More. In the next lesson, we will
continue practicing these skills, and we will be able to put more mental math
strategies on this list.
Basic facts check:

Worksheet 1
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Lesson 4: Doubling as an Addition Strategy
Fluency:
Numeral Naming – optional
Subitizing (single cards) – Practice the deck 1-2 times.
Subitizing (combine single cards with 1-dot cards) – Practice the deck 1-2 times.
Add 1 More – Practice the deck 1-2 times.
Doubling:
Place both 1-dot cards on the table, and ask the student to combine and state a total
(2). Place both 2-dot cards on the table and repeat (4). Continue placing identical
dot cards on the table and have the student state the totals for each. This does not
have to be in order from 1-6, but it might be helpful, depending on your student’s
level. Say, I notice you were able to combine these totals pretty quickly and
accurately. Did you notice anything as we were combining these quantities?
(Each pair of cards showed the same quantity twice.) Yes, each pair of cards
showed two of the same quantity. When we combine the same quantity twice,
it’s called doubling. Scientists who study our brains and how we learn have
figured out that young mathematicians learn their doubling math facts really
quickly and easily. Why do you think that might be? What do you think
working memory might have to do with it? Remember, working memory is
holding something like a quantity or numeral in your head while you complete
a task or assignment. Display both 4-dot cards as a pair and a 5-dot card with a 3-
dot card. Ask the student to state a total for each. Why do you think it is easier on
our working memory to combine 4 and 4 than it is to combine 5 and 3? When
we double something like 4 and 4, our working memory only has to hold onto
one quantity. Combining two different numbers is harder to hold in our
memory.
Activities:
1. Introduce the Doubling deck, reminding the student that accuracy is more
important than speed right now. The deck should only include numerals 1-12
at this point. Practice the deck 2-3 times.
2. Take turns rolling a 10- or 12-sided dice. Subitize the quantity rolled and
double it to give a new total. For example, if the student rolls a 9, she should
double 9 using mental math and state the total 18. (Do not roll a pair of 6-
9
sided dice for this activity, since the student has not practiced combining
quantities other than 1s and doubles yet.)
3. From the Doubling deck, display the cards 1, 2, 4, and 8 in order. Ask the
student what she notices about these and if she sees a pattern. Can she
continue the pattern?
4. Repeat Activity 4 with the cards 3, 6, and 12.
5. Repeat Activity 4 with the cards 5 and 10.
6. For any of Activities 4-6, use a 100 chart to track the numerals in the
sequence. Ask the student what she notices about the difference between
each new numeral from the previous numeral as she continues doubling.
Say, The difference between each new numeral in the sequence is
greater and greater each time. Why do you think that is happening?
7. Practice the Doubling deck for accuracy. Have the student “prove” her
answer using the 100 chart. While there is no obvious pattern on the 100
chart in doubling as there was with Add 1 More, this is a good opportunity
to discuss with the student that for now, you are only working with smaller
numbers 1-12. Say, Do you notice that we are only doubling small
quantities in this deck so far? That’s because we are really going to
focus on practicing the mental math strategies and mathematical
language for now. Once you are fluent in both, we’ll start applying these
strategies to more challenging quantities and numerals.
Wrap up by saying, Today we used metacognitive skills to learn and practice

the Doubling strategy. Let’s add Doubling to your list of mental math
strategies. We will continue adding to the addition side next time.
Basic facts check:

Worksheet 2
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Lesson 5: Make 10
Fluency:
Doubling – Practice the deck 1-2 times.
Make 10:
Place two 5-dot cards on the table and ask the student to combine (10). Ask, What
is the total when you combine these two quantities? What strategy did you use
to find the total so quickly? Yes, that is a Doubling strategy, and the total is
10. Can you think of any reason that 5 and 5 are especially easy for us to
combine mentally? (Examples: It’s a Doubling strategy, we have 5 fingers on
each hand, 5 and 5 make 10.) Guide the student to discover that 5 and 5 make 10.
Say, What are some other quantities that make 10? 0 and 10, 1 and 9, 2 and 8,
3 and 7, 4 and 6. Introduce the “Best Friends Make 10” poster, and tell the student
that they will be able to use this to help them today if they need to. Say, The Make
10 strategy is going to be important because these combinations are easy for
us to memorize. Humans have always loved finding combinations that make
10, probably because we have 10 fingers!
Activities:
1. Hidden Counters. Have the student count out 10 counters. Use a plastic or
Styrofoam cup to hide a quantity at random and have the student determine
how many are hidden based on how many are displayed on the table.
2. Provide the student with a 10-Frame and 10 counters. Have the student
discover and discuss the attributes of the 10-Frame (for example, it has a
row of 5 on top and a row of 5 on the bottom, each box only holds 1 counter,
etc). Repeat the Hidden Counters activity using a 10-Frame to practice a
combination of Subitizing and Make 10 strategies.
3. Memory Math card game. Use a deck of playing cards or numeral cards to
play a traditional memory game, looking for pairs of “best friends.”
4. Go Fish for 10s. Play a traditional Go Fish game in which the players are
looking for the “best friend” of the cards in their hands.
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5. Erase game. Each player rolls 7 10-sided dice and adds to find a total
number of points. Before adding, “erase” all combinations of “best friends”
to achieve the lowest score possible. The lowest score wins.
6. Take turns rolling a single 6-side dice and state the “best friend” of the
number displayed. Discuss how working memory is needed for this activity.
Say, You have to subitize the quantity on the dice, then figure out the
quantity needed to make 10, then state that quantity instead of what you
see on the dice.
7. Introduce and practice the Make 10 deck. If needed, remind the student that
accuracy is more important than speed right now. Practice the deck 2-3
times. Remind the student to use the Best Friends poster if necessary.
8. Discuss which pairs of best friends the student is already comfortable with,
versus those she is not. Have the student discover and discuss what some
reasons might be. Say, I notice that when I show you the numeral 8, you
can tell me very quickly that the best friend is 2 to make 10. But I also
noticed that when I show you the numeral 2, it takes you a little longer
to state that the best friend is 8 to make 10. What do you think is the
reason for that? Use the 100 chart to demonstrate that 8 is much closer to
10, so it is easier to calculate what is needed to make 10, whereas 2 is farther
from 10, so calculating 8 more is more challenging. You can also say, This
shows me that you are thinking in terms of quantity and not just
numerals, which is a good thing!
9. Continue the discussion(s) from Activity 8 with a dry erase board. Using the
same numerals from Activity 8, write on the board 8 + __ = 10 and
underneath that 2 + __ = 10. Have the student copy these onto her own
board. Before writing any answers, ask the student what these statements are
called, discussing vocabulary such as equation, equals, addend, sum, and
fact family. Give the student a moment to write answers in the blanks using
any strategy or materials she needs. Once she has completed both equations,
ask What do these equations have in common? What is different about
them? Guide the student to explain that best friends go together in any
order. Understanding that 8 + 2 = 10 does not automatically transfer to the
understanding that 2 + 8 = 10, but assure the student that further practice
will help her internalize all combinations that make 10.
10.Practice the Make 10 deck, challenging the student to find a faster pace that
is still accurate. Use sticky notes to cover select portions of the Best Friends
poster.
11.Keep the Make 10 deck on the table, and take out the Doubling deck. Show
the student that you will be adding the numeral 15 to the Doubling deck.
Ask if the student can double 15 mentally. Discuss how knowing that the
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double of 5 is 10 helps. We can break apart 15 into 10 and 5. We know
that 5 doubled is 10. Hold that in your working memory and then
double 10. We can easily add 10 and 20 to make a total of 30. Use visuals
for this activity if the student struggles with this concept.
12.Repeat the steps for Activity 5 using the numeral 25.
Wrap up by saying, Today you used metacognitive skills to learn about and
practice the Make 10 strategy. Let’s write Make 10 on your mental math
strategies for addition. Next time, we will practice our last mental math
strategy for addition.
Basic facts check:
Worksheet 3
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Lesson 6: Near-Doubling
Fluency:
Make 10 – Practice the deck 1-2 times.
Near-Doubling:
Show the Doubling deck to the student and say, We are going to try something
new with the Doubling deck. This time, we are going to stretch your working
memory to combine two of the mental math strategies you’ve learned so far.
Look at this card (10) and think of the double. Yes, it’s 20. Now Add 1 More.
Yes, it would be 21. I want you to follow both of those steps using mental math
with each of the cards I show you. That’s called Double Plus 1. The next card
is 5. What is Double Plus 1? Yes, 11. Try to follow these steps silently, but if
you need to say the double aloud to track your thinking first, that’s all right.
Move through the Doubling deck, focusing on accuracy first. If the student is able
to Double Plus 1 with consistent accuracy, challenge her to go at a faster pace.
Discussion:
1. Would you get the same answer if you Add 1 More first, and then
Double? Why not? Use visuals to support this if needed.
2. Does Double Plus 1 feel easy or hard to do? Why do you think it feels
that way?
3. When you Double Plus 1, what do you “see” in your brain? Are you
thinking of a picture or image? Are you writing numerals in your head?
Are you doing something else?
Next, follow the same steps above, asking the student to Double Minus 1. Once
you observe that the student is confidently using this mental math strategy, say,
The mental math strategy you are practicing is called Near-Doubling.
Sometimes you will need to Double Plus 1, and sometimes you will need to
Double Minus 1. Most of the time, you can choose which one is easiest for you.
I’m going to show you some Subitizing cards to practice.
Activities:
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1. Take turns rolling a 10- or 12-sided dice and state what the Double Plus 1
total would be.
2. Take turns rolling a 10- or 12-sided dice and state what the Double Minus 1
would be.
3. After Activities 1 and 2, discuss which Near-Doubling Strategy is easier for
the student. Does she prefer Double Plus 1 or Double Minus 1? Why?
4. From the Subitizing deck, place both 2-dot cards on the table and remind the
student that this is an example of Doubling. Write 2 + 2 = 4 on the board.
Then, replace one 2-dot card with a 3-dot card. Ask, How is this pair of
cards different from the first? How are they alike? If you look at this
pair showing the quantities 2 and 3, could you explain how this also
shows us 2 + 2? Have the student discover and explain that the dots on the
cards show 2 + 2 + 1. Allow her to cover any dots or move the cards around
as needed. Finally, complete the equation 2 + 2 + 1 = 2 + 3. Discuss that the
total is 5.
5. Place pairs of Subitizing dot cards on the table as examples of Near-
Doubling (examples: 2 and 3; 3 and 4; 4 and 5; 5 and 6). Ask, What do you
notice about these pairs of numbers? Use the 100 chart to help the student
discover and explain that in each pair the quantities being added correspond
to adjacent numerals on the chart.
6. Using the same pairs of cards from Activity 5, discuss two ways to find the
total quantity using Near-Doubling. For example, if the pair is 2 and 3, say, I
can find this total quickly because I know that 2 and 3 are nearly the
same, but not exactly. 2 plus 2 is 4, but the cards don’t say exactly 2 and
2 – I will need to Add 1 More to get 5. I can also find this total by
Doubling 3 and 3 to get 6. The cards don’t say exactly 3 and 3, so I need
to take 1 away to get a final total of 5. You can choose whichever Near-
Doubling strategy you like to find the totals. Now you try some more
and be ready to explain your thinking. Place other pairs of Near-Doubles
for the student to subitize and combine using mental math. If needed, remind
the student that accuracy is more important than speed right now. Continue
this activity until you observe that the student is consistent and confident.
7. Provide the student with dry erase materials to follow along as you
demonstrate what a Near-Doubling addition expression might look like (for
example 5 + 6 as well as 6 + 5, both horizontally and vertically). Say, This
is an example of Near-Doubling because 5 and 6 are adjacent on the
numeral chart. How is the Near-Doubling strategy connected to the Add
1 More strategy? After discussing, if needed, and depending on the
student’s level and ability, demonstrate some written strategies to track
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thinking (for example, identify and circle the lesser quantity in the problem,
double, then add 1 more to find the total).
Wrap up by saying, Today you practiced the Near-Doubling strategy for
addition. Let’s add that to your list of mental math strategies. You have now
learned and practiced every mental math strategy for addition. Not all
addition problems will easily fit into one of these strategies, but knowing and
practicing them is really helpful for your math fluency. Next time, we are
going to practice each of these strategies and combine some of the strategies to
find greater totals.
Basic facts check:

Worksheet 4
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Lesson 7: Expanding on Addition Mental Math Strategies
Fluency:
Numeral Naming: Practice the deck 1 time. Depending on the student’s grade and
level, choose some new cards to add to the deck before practicing again. Some
possible additions might be multiples of 10 between 120-200 or 3-digit numerals
with the same digits (e.g., 123, 231, and 312). Practice the deck again with the new
cards shuffled in.
Add 1 More: Practice the deck 1 time. Depending on the student’s grade and level,
choose some new cards to add to the deck before practicing again. Some possible
additions might be 199, 299, 399, etc. Practice the deck again with the new cards
shuffled in.
Expanding on Addition Mental Math Strategies:

Review the Metacognitive Skills poster and the list of mental math strategies for
addition that the student has created in the first 6 lessons. Tell the student that the
activities she will complete today will give her the opportunity to choose from
these strategies to find totals using mental math. Model multiple ways to find a
total using the Subitizing cards. Place a 2-dot card and a 1-dot card on the table,
and say, I can choose to combine these in different ways. I can either use an
Add 1 More strategy or a Near-Doubling strategy. What strategy would you
choose? This is also something I can subitize because it is a memorized basic
fact. I will always know what 1 + 2 is without having to think too hard or use a
mental math strategy. Repeat this discussion for a 4-dot card and a 5-dot card
(Near-Doubling, Double Plus 1). Repeat again for a 5-dot card and a 5-dot card
(Doubling, Make 10). Repeat again for a 5-dot card and a 6-dot card (Make 10,
then Add 1 More; or Near-Doubling). Be sure to include examples that will allow
the students to verbally review each of the mental math strategies on the list and
give her the opportunity to choose from multiple strategies.
Activities:
1. Place three Subitizing dot cards on the table at once, at random. Discuss
multiple ways to find the totals using the names of the mental math
strategies for addition from the list. If needed, remind the student that
accuracy is more important than speed right now. Also if needed, remind the
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student to use the names of the mental math strategies as listed, because
using a common vocabulary is an important part of transforming
metacognitive skills into effective communication. Continue this activity
until you observe that the student is consistent and confident. Point out any
facts the student appears to have memorized.
2. Take turns rolling three 6-sided dice at a time. Let the student explain her
strategies, then explain how to find the same total using a different
combination of strategies.
3. Take turns rolling three 10- or 12- sided dice at a time, and follow the same
steps as Activity 2.
4. If the student enjoys any of the above activities, you can increase the
challenge and stretch working memory by adding more cards, dice, or any
combination of cards, dice, and counters.
5. Introduce the board game Shut the Box! (Optional)
Wrap up by saying, You have now practiced several important metacognitive

skills and mental math skills. We are going to continue practicing these skills
in the next lesson, and we will play one of my favorite games to practice.
Remember, your goal is to memorize addition facts and use mental math
strategies only when you need them.
Basic facts check:

Worksheet 5
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Lesson 8: Composition and Decomposition
Fluency:
Subitizing: Practice the deck 1 time. Depending on the student’s grade and level,
additions might be 7-12 dots on a single card. Include 2 identical cards for each
new quantity that you add. Practice the deck again with the new cards shuffled in.
Doubling: Practice the deck 1 time. Depending on the student’s grade and level,
additions might be 16-20 or 35, 45, 55, etc. Practice the deck again with the new
cards shuffled in.
Composition and Decomposition:

Place the 5-dot card and the 3-dot card on the table and ask the student to combine.
Discuss how this combination does not lend itself to any of the mental math
strategies you have practiced so far. Ask, How did you find the total? Observe
whether the student’s explanation naturally leads into a conversation about
decomposition. For example, the student might say, “I know that if one of the dots
from the 5-dot card moves over to the 3-dot card, it would be 4 plus 4.” If the
student used Counting Up or Counting On, validate that as a strategy you have
discussed before, but describe how the quantities can be combined using a more
efficient method by decomposing. Record this discussion on the board with 3 + 5 =
4 + 4. Say, When we break the 5 dots apart into a group of 1 and a group of 4,
we are using a process called decomposing. When we combine that 1 dot with
the other 3, we are composing 4 by putting parts together. Provide the student
with Unifix cubes or other manipulatives that have a connecting feature. Give her a
connected group of 5 and a connected group of 3. Ask the student to decompose
the group of 5 by breaking off 1 block while saying aloud, “decompose.” Then, ask
the student to connect that same block with the group of 3 while saying aloud,
“compose.” Ask the student if the total quantity of blocks has changed at all. Say,
We’ve just discovered that we can decompose and compose numbers to make
new numbers that fit in with the mental math strategies we’ve practiced. Let’s
explore some other ways we can use decomposing and composing to add
efficiently.
Activities:
19
1. Refer to the Doubling card 15. Ask the student how she uses a Doubling
strategy to find a total. Say, We know that we can Double this quantity by
first Doubling the 5 in the ones place to get 10, hold on to the 10 in our
memory, and then Double the 10 to get 20. We can combine the 10 and
20 to find a final total of 30. We can do this mentally or by using
counters or drawing pictures. When we break the 15 apart into 5 and
10, we are decomposing it into smaller, easier parts. We can break 15
apart into 5 and 10, or we can break it apart into 12 and 3. Most
numbers can be decomposed in lots of different ways. What is another
way you might decompose 15? Use visuals or counters if needed. Then say,
After we Doubled 5 and 10 to get 10 and 20, we combined them together
again to get 30.
2. Use the Subitizing deck to place cards, counters, dice, or other
representations of quantities of your choosing on the table. Once the student
names a total, ask her to decompose the total in multiple ways. For example,
if you place a 5-dot card and a 3-dot card on the table, the student will state
the total of 8. Guide her to state that this total can be decomposed into 5 and
3 (as the cards show), but also as 1 and 7, 2 and 6, or 4 and 4.
3. Use the Subitizing deck to place cards, counters, dice, or other
representations of quantities that lend themselves to decomposing in order to
create situations for mental math strategies. For example, place 5, 4, and 3
cards on the table. Guide the student to explain that she can use a Near-
Doubling strategy to combine 4 and 3 for 7. Then, 5 can be decomposed to 2
and 3. Combine 7 and 3 using a Make 10 strategy, then add 2 more to find a
final total of 12. Talk through several of these situations using composing
and decomposing strategies. Dot cards work best for this at first, because the
student or teacher can move the quantities around as needed, or cover and
uncover to represent composing and decomposing.
4. Introduce the game Shut the Box. As you play, focus on having fun!
Occasionally ask the student about strategy, subitizing, composing, and
decomposing. (Optional)
20
Lesson 9: Optional
Shut the Box with multiple players, tournament, prizes
After Lesson 7, use your discretion to determine how games like Shut the Box can
be used as a review, incentive, or brain break.
Activities while playing Shut the Box:

1. The first time playing Shut the Box, just play and observe that all players
involved can play confidently.
2. For every player’s third roll, have them sketch their dice and write 2-3
sentences using the precise names of the mental math strategies that can be
used to combine for a total.
3. For every player’s fifth roll, have them sketch their dice and write 2-3
sentences explaining the total, how they chose to decompose it, and why
they chose the tabs they closed.
4. For the tenth roll of the game, take a “straw poll” of the best strategy.
Determine if the players agree or disagree on what tabs to close. Optional:
Have the student sketch the dice and write 2-3 sentences explaining why
their strategy is the best.
Basic facts check:
Worksheet 6
21
Lesson 10: Introducing Number Strings
Fluency:
Make 10: Practice the deck 1 time. Add new cards (numerals 11-20), and explain
to the student that the Make 10 strategy is useful for making exactly 10, but also
for making the next multiple of 10. Making a multiple of 10 is helpful for mental
math strategies because our brains like to have a 0 in the ones place. If the student
sees the numeral 12, she should respond, “8 more to make 20,” because 8 more
will make a total of 20, or the next multiple of 10. Relate this to the 100 chart,
showing the student that all of the multiples of 10 are in a single column. In the
same way, all the numerals with a 2 in the ones place are in a single column.
Therefore if 2 needs 8 more to make 10, then any numeral with a 2 in the ones
place will need 8 more to make the next multiple of 10. Say, From now on, when
we practice the Make 10 deck, I want you to say the phrase “8 more to make
10” or “8 more to make 20,” instead of just the number. So if you see a card
that says 35, respond, “5 more to make 40.” Understanding “best friends make
10” by focusing on the ones place is helpful for adding many quantities when
necessary. Practice the deck again with the new cards shuffled in.
Number Strings:
Use the Subitizing deck or any combination of cards, dice, or counters to combine
three or more quantities using mental math strategies. Have the student explain her
thinking, using the precise, mathematical vocabulary that she has learned in all
previous lessons. Introduce Number Strings by saying, You have been able to
choose your strategies by looking at all the quantities and numerals at once.
Today, I am going to give you some Number Strings. That means I’m going to
give you one quantity at a time, and you will need to combine them all
together as we go. Let’s try it with the Subitizing cards. Usually I show you all
three cards at a time and you get to choose a strategy to combine them. This
time, I’m going to show you one at a time. Stretch your working memory to
combine each new number. Watch this example: Place the 5-dot card on the
table. 5. Next, place the 4-dot card on top of the previous card. 9. Last, place the 2-
dot card on top. 11. Did you see how I combined each new quantity with the
total I was keeping in my memory? Now you try. For the first few practices,
say the new total as I put down each new card. This is an example of a
Number String. Sometimes we will use dot cards, sometimes numeral cards,
counters, dice, or sometimes I will only say the quantities aloud.
22
Activities:
1. Practice Number Strings using Subitizing dot cards at random. Be sure to
cover previous cards with each new card you place. The student may keep
track of her thinking by stating each running total aloud, or she may keep
track silently.
2. Practice Number Strings using up to three number cubes and/or 10- or 12-
sided dice. Roll one at a time. After rolling the first dice, state the quantity
and cover it with a cup. Roll the second dice and state the total. Cover both
dice with the cup. Roll the third dice and state the total. Reveal all three dice
and check the total.
3. Practice Number Strings using a combination of dot cards, dice, and
counters. Roll a dice, state the total, and cover with a cup. Place a dot card
on the table, state the combined total, and cover with a cup. Place a numeral
card on the table, state the combined total, and cover with a cup. Remove the
cup to check the final total.
4. Practice Number Strings verbally. You may use cards from the decks or dice
to choose random quantities. The student should only hear the quantities and
practice keeping a running total as you go, but use your best judgment.
5. Introduce the Number Strings Operations Cards. Use these in combination
with any cards from the fluency decks, dice, or counters. Only use the cards
with operations that have been practiced. In all future Number Strings
activities, add new Operations cards for each new strategy practiced.
Discussion:
While practicing Number Strings today, did you prefer to see all of the
quantities at once, or did you prefer the challenge of seeing only one quantity
at a time? What made you feel that way? How did you feel about only hearing
the quantities with no counters or dots? How is your experience different if I
write a number string on the board? Write 12 + 7 + 3 + 8 on the board. What is
the total? How did you find the total so quickly? Is there another way? Do you
have to add these quantities in the order that they appear on the board? Why
not? How is it different if you are only hearing the quantities and not seeing
them?
Wrap up by saying, Today you used metacognitive skills and mental math
strategies to add lots of quantities and make greater totals. We are going to
continue stretching your working memory in the next lesson.
23
Lesson 11: Addition Mental Math Activities to Stretch Working Memory
Fluency:
Make 10 Deck – shuffle in more numeral cards between 20-100. Practice the deck
1-2 times.
Addition Mental Math Activities to Stretch Working Memory:

Activities:
1. Subitizing activity: Show up to four dot cards at a time. Have a deck of
Number Strings Operations cards to draw from at random. Have the student
follow the directions of each Number Strings Operations card as she draws
them. After drawing 3-4 Number Strings Operations cards, check your
answers with each other.
2. Make 10 activity: Show 1 Make 10 card at a time. Ask, How many more to
make the next multiple of 10? How many more 10s to make ___ (50,
100, or 200)? How do you know? “Prove” each answer by relating it to the
100 chart when appropriate.
3. Add 1 More activity: Practice the deck 1-2 times. Then, tell the student to
practice the deck again, this time adding 2 more. This can be surprisingly
difficult for some students, even those who are fluent at Add 1 More. Some
supports to give the student:
a. Tell the student to silently say what 1 more would be, then speak
aloud the final total. This helps to develop the “brain voice” that many
students struggle to hear.
b. “Fish counting” is mouthing the words with exaggeration, but no
voice. It looks like a fish underwater. If the student isn’t too
embarrassed to try this, it can be a helpful and quick way to warm up
the brain and get used to the new task.
c. Students will often hit a rhythm and then revert back to adding 1 more
when they get to a numeral card with a 9 in the ones place. Students
often know they have made an error before you have time to correct
them, but sometimes they really do get lost. Remind the student to
think about pacing when this happens. Tell the student that math often
requires us to be flexible and try a new task even after we have gotten
so used to doing something different, that we get “stuck.”
24
4. Doubling Activities: Practice the deck 1-2 times. Use a deck of Number
Strings Operations cards. You may need to model the “Cut it in half” card
first, if you haven’t yet taught the Halving Supplemental Lesson. Discuss
options for what to do if the quantity is odd, for example 9. Depending on
the student’s level and grade, you may agree to cut it in half by saying, “4
and 5,” “4.5” or “4 ½”
5. Number Strings. Use your discretion to determine if the student will benefit
from visuals, counters, or verbal only.
Wrap up by saying, Today you used metacognitive skills and addition mental
math strategies to really stretch your working memory. Next time we will
begin building on what you know about addition to start a list of mental math
strategies for multiplication.
Basic facts check:

Worksheet 7
25
Lesson 12: Doubling as a Multiplication Strategy (x2)
Fluency:
Make 10 – optional, continue shuffling in new cards
Doubling as a Multiplication Strategy:

Place a pair of 7-dot cards on the table. Say, What is the total? Yes, 14. What
mental math strategy did you use to find the total so quickly? Yes, Doubling is
the most efficient strategy. Why is this an example of Doubling? Yes, because
the two cards show the same quantity twice. We learned that our brains
memorize Doubling math facts quickly, probably because it’s helpful for our
working memory to only have to think about one quantity twice. We can think
of these two cards as equal groups. In order to Double, we would need to have
two equal groups. Let’s take a look at your list of mental math strategies. We
can think of Doubling as an addition strategy by saying 7 + 7 = 14. Write this
equation on the board. How might we think of Doubling as a multiplication
strategy? 2 x 7 = 14. Write this equation on the board as well. Does the total
change if we change what kind of strategy we use? No, whether we think of
this as 7 and 7 or as 2 groups of 7, the total will still be 14. Let’s write
Doubling as your first mental math strategy for multiplication.
Activities:
1. Place one Subitizing dot card on the table at a time (use only quantities 1-
12). Ask the student to Double it mentally. Then state the different ways to
say it as a multiplication strategy. For example, if shown the numeral 12, the
student should say, “24. 2 x 12 =24” or “2 groups of 12 is 24.”
2. Take turns rolling two number cubes and double the quantity rolled.
3. Using centimeter grid paper or larger, have the student practice counting by
2s, beginning with 2 and stopping with 24. Have the student repeat one of
the above activities and discuss the relationship between doubling and
counting by 2s. The student should be able to see that the totals she gets by
doubling can be found written on the grid paper. Say, Counting groups of 2
results in the same totals/quantities as counting two equal groups.
26
1 2 3 4 5 6 7 8 9 10 11 12
2 4 6 8 10 12 14 16 18 20 22 24
4. Have the student practice counting by 2s on the grid paper 2 or 3 times, and
set a timer. Have the student try to beat her best time each time she practices.
5. Optional Number Strings
Wrap up by saying, Today you explained the relationship between addition and
multiplication, and you explained the relationship between skip counting and
multiplication. We are going to continue thinking about multiplication as we
write more mental math strategies on your list.
Basic facts check:

Worksheet 8
27
Lesson 13: Double-Doubles (x4)
Fluency:
Subitizing – Practice 3-4 cards at a time and explain what addition strategies were
used to find the total.
Double-Doubles:
Practice the Doubling deck 1-2 times. Say, We have learned that Doubling is a
multiplication strategy. Multiplication can be described as repeated addition,
or adding equal groups. Doubling is the strategy of adding two equal groups
of the same quantity. Place both 3-dot cards on the table. For example, 2 groups
of 3 is 6, or 2 x 3 = 6. Today, we are going to learn a new strategy with equal
groups. Using a standard deck of cards with jokers and face cards removed, ask
the student to pick any card. Ask the student to count the spades/clubs/diamonds/
heart and determine if the number on the card matches the pictures. Find the other
three matching number cards and keep them with you. Say, You picked the
number __. Can you double it? Place a matching card next to the student’s card.
That’s right, when you Double it, you get a total of __. Count On to prove it. If
you have two __ cards, your total is __. I have the other two __ cards. What is
my total? That’s right, my total is the same as yours. Put your two cards
together. I will put my two cards together. Do we have equal groups? Yes.
Now let’s Double what we each have by putting all 4 cards together. Starting
with the quantity __, we both Doubled to make __, and then we Doubled
again. This process is called Double-Double. What did we start with? How
many groups of __ do we have altogether? Right, we have four equal groups
of __. So, when we Double and then Double again, we are making four equal
groups. Another way of saying that is, we multiplied by four. Let’s try a few
activities to practice Double-Doubles.
Activities:
1. Using the Doubling deck, ask the student to Double-Double each numeral
she sees. Provide guidance for the first few cards. If needed, remind the
student that accuracy is more important than speed right now. Be sure the
student can give a total, as well as a multiplication sentence. For example,
when given the numeral card 8, she can say, “32. 4 x 8 = 32” or, “4 groups
of 8 is 32.”
28
2. Take turns rolling up to 2 number cubes (totaling no more than 12), and
practice Double-Doubles with the quantities rolled. Have the student discuss
the sequence of mental math strategies used to complete this task (First,
combine the two quantities shown on the dice using mental math addition,
then Double-Double). If needed, remind the student that accuracy is more
important than speed right now.
3. Using centimeter grid paper or larger, ask the student to skip count by fours,
beginning with 4 and stopping at 48. This will probably take longer than
when she skip counted by twos, and she may feel discouraged by that.
Suggest some metacognitive supports for the student to try:
a. Use fingers to count. Remind the student that we all have fingers, and
there is nothing wrong with using them if we need them. Using the
non-writing hand, place four fingers flat on the paper to hold it steady.
After writing each numeral, tap each finger to count to the next
numeral and Fish Count.
b. Dots. Point out that each box has four corners. Put a dot on each
corner to count to the next numeral.
c. Counters. If the student struggles with pictorial or mental models, use
counters such as blocks or tiles.
4 8 12 16 20 24 28 32 36 40 44 48
4. Use the grid paper to time the student 3-4 times. Have the student try to beat
her best time with each new practice. Discuss how working memory helps as
she tries to go faster. For example, say, When you try to go a little faster
each time, you might notice that you make an error. The more you
practice skip counting by 4s the more you’ll become familiar with what
numerals belong on the chart and what numerals do not belong. If you
make an error, you should be able to self-monitor because an incorrect
numeral just won’t feel like it belongs.
5. Use new grid paper to have the student write out 1-12 in the top row, skip
count by 2s on the second row, and skip count by 4s on the third row.
Discuss patterns of doubling and double-doubles.
1 2 3 4 5 6 7 8 9 10 11 12
2 4 6 8 10 12 14 16 18 20 22 24
4 8 12 16 20 24 28 32 36 40 44 48
29
6. Optional Number Strings. Add the x4 and Double-Double cards to the
Number Strings Operations deck you choose from.
Wrap up by saying, Today you practiced Double-Double as a multiplication

strategy. Let’s write Double-Double on your list of mental math strategies for
multiplication.
Basic facts check:

Worksheet 9
30
Lesson 14: Introducing the Multiplication Chart (untimed)
Fluency:
Add 1 More – Practice the deck 1 time. Then practice as Add 2 More. If needed,
remind the student that fish counting and other metacognitive strategies might be
helpful.
The Multiplication Chart:

Show a blank grid paper to the student and discuss how you have used it in
previous lessons to keep track of skip counting. Say, You have used grid paper to
keep track of your thinking as you skip counted by 2s and 4s. Today, I am
going to show you how you can use grid paper to record skip counting up to
12 rows at a time. First, I am going to show you how to make the frame, or the
numerals that we write into the top row and the left column.
X 1 2 3 4 5 6 7 8 9 10 11 12
1
2
3
4
5
6
7
8
9
10
11
12
31
The quantities in the frame are called factors. They tell you two important
things: They tell you what you will write in the first box, and they tell you
what you are skip counting by. We write the frame across the top row and
down the left column because you get to choose if you want to write
horizontally or vertically when you complete your chart. For today, we will
only write in rows, but in the future, you can choose. Let’s write in the two
skip counts that you have already practiced, 2s and 4s.
X 1 2 3 4 5 6 7 8 9 10 11 12
1
2 2 4 6 8 10 12 14 16 18 20 22 24
3
4 4 8 12 16 20 24 28 32 36 40 44 48
5
6
7
8
9
1
0
1
1
1
2
Activities:
1. Ask, What patterns do you notice?
2. Ask, Where can we find an example of Doubling?
3. Ask, Where do we see examples of Double-Doubles?
4. Say, I asked you to write in rows today. Is there another way for you to
skip count by 2s and 4s on this page? Model how to write in columns and
32
have the student do so as independently as possible. Discuss the patterns that
can be seen in the chart now.
X 1 2 3 4 5 6 7 8 9 10 11 12
1 2 4
2 2 4 6 8 10 12 14 16 18 20 22 24
3 6 12
4 4 8 12 16 20 24 28 32 36 40 44 48
5 10 20
6 12 24
7 14 28
8 16 32
9 18 36
1 20 40
0
1 22 44
1
1 24 48
2
5. Ask, What is your preference? Writing in rows or writing in columns?
My preference is ___. Is there a right way or a wrong way? No, there is
no wrong way to complete this chart as long as the numerals you write
are accurate.
6. Ask, Are there other rows or columns that you can fill in easily? (Most
students will state that 1s, 5s, and 10s are easily completed. If there is time
remaining, allow the student to fill them in using whatever patterns or
strategies she likes. Discuss any noticings as she goes. If the student does
not complete any other rows or columns at this time, that is fine!)
33
Wrap up by saying, Today you created a multiplication chart. Using a
multiplication chart is great practice for both metacognitive skills and
mathematical skills. The patterns on a multiplication chart tell us a lot about
how skip counting, addition, and multiplication work together. As we
practice, keep thinking about your thinking. You should notice that you get
more confident and more accurate. You may also notice that you get faster
with practice, too! Next time, we will learn a new mental math strategy and do
more with your multiplication chart.
34
Lesson 15: Groups of 10 (x10)
Fluency:
Double-Doubles – Use the Doubling deck to practice 1-2 times.
Groups of 10:
Show the student a place value chart that includes 1s, 10s, and 100s. Also have
available some small objects that can fit on the chart, such as small straws that can
be bundled together using a rubber band. Do not use base-10 blocks to introduce
this lesson. Base-10 blocks may be used for review activities. Ask the student what
she knows about place value. After the student tells you all she can, say, This is a
place value chart. We can use this to represent numbers and quantities with
objects, pictures, or numerals. Today we are going to use these straws. If I
want to count these straws one-by-one, where can I place them on the place
value chart to keep track of my thinking? Yes, in the 1s column. Our system
for counting is called a base-10 system. That means that for every group of 10,
we will make a bundle and move the group into the next place. Let’s count
together…Ask the student to count out 9 straws in the 1s column. When the
student counts up to 10, give the student a rubber band to make a bundle and move
that group into the 10s column. Say, One group of 10 is 10. Continue with 11-20,
and allow the student to make another bundle with a rubber band. Say, Two
groups of 10 is 20. Continue repeating these steps up to 90, depending on the
student’s level and grade. If the student is confident and consistent, use some
prepared bundles of 10 to add to the 10s column, either saying, ___ groups of 10 is
____ as you go, or skip count by 10s as you go. When the student arrives at 90 and
is ready to put another bundle into the 10s column, say, We know that the 1s
place only has enough room for 9 straws. That’s true for every place in a base-
10 system. The 10s place only has enough space for 9 bundles. You are ready
to place another bundle of 10 into this column. What do you think we should
do with all 10 bundles if there isn’t enough room in the 10s place for them?
Guide the student to understand that she should bundle them all together and move
them as one group of 100 into the 100s place. Depending on the student’s grade
and level, continue counting together as needed, stopping at 120. Ask the student
to give any observations or new understandings.
Activities:
35
1. Clear the place value chart and ask the student to place a straw in the 1s
place. Have the student write the numeral that represents this quantity on a
piece of paper (1). Remove that straw, and ask the student to place a bundle
of 10 in the 10s place. Have the student write the numeral that represents this
quantity on a piece of paper. Say, When we look at the numeral that
represents only 1 straw, we see that it is just the numeral 1. When you
write a numeral that represent a bundle of 10, what happens to the
numeral? Guide the student to understand that the numeral 1 moves to the
10s place, representing a new value, and the 1s place is written as a 0 to
represent nothing in the 1s place.
2. Repeat the steps for Activity 1 using 2 straws/2 bundles. Repeat these steps
as many times as needed for the student to communicate the relationship
between quantities and numerals in groups of 10 independently.
3. Repeat the steps for Activity 1 using 12 straws (one bundle of 10 and two
single straws on the place value chart). Ask the student to describe what
would happen if we wanted to represent 12 groups of 10. If needed, guide
her to understand that she would make 10 groups of 10 (100, a big bundle)
and 2 groups of 10 (20). Each bundle would move into the next place value
for a total of 120. Be sure to discuss what happens with the digits in the
numeral 12.
4. ONLY after steps 1, 2, and 3, discuss with the student that bundling together
any quantity in groups of 10 will result in a 0 in the 1s place. Be vigilant
about using precise vocabulary here. Many students and teachers simply
want to say, “add a zero at the end.” If the student says, “add a zero,” gently
correct her by saying, Let’s say it like this: “There is now a 0 in the 1s
place.” We want to be as precise as possible with the way we talk about
multiplication. Adding is the process of combining any quantities to find
a total. Multiplying is combining equal groups, like equal groups of 10.
If we write a zero into the ones place and move the other digits to new
place values, that is not addition. That is just writing a numeral in a new
way to represent a new quantity.
36
5. Multiplication chart: Provide the student with a blank multiplication chart.
Have the student complete the frame, as well as rows for 2s and 4s,
providing guidance and reminders as necessary. Ask the student to complete
the row for 10s. Discuss patterns. Be on the lookout for how the student
completes the boxes for 110 and 120. Many students will want to write in
200 and 300. If the student makes this error, discuss and guided her to use
what she learned in the discussions from Activity 1 and apply the same
understanding to 11 and 12.
X 1 2 3 4 5 6 7 8 9 10 11 12
1
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5
6
7
8
9
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
1
1
1
2
37
6. Give the student time to complete the columns she knows as well. Discuss
any new patterns or understandings the student might have.
X 1 2 3 4 5 6 7 8 9 10 11 12
1 2 4 10
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3 6 12 30
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5 10 20 50
6 12 24 60
7 14 28 70
8 16 32 80
9 18 36 90
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
1 22 44 110
1
1 24 48 120
2
7. Introduce the Groups of 10 deck. Explain that student should look at the
numeral on each card and multiply by 10 using mental math. Again, be
careful not to say, “add a zero,” when discussing how to do this. Use the
multiplication chart as a visual support if needed. Practice the deck 2-3
times. Only numerals 0-12 should be included at this time.
8. Depending on the student’s level and grade, place up to four Subitizing dot
cards on the table for the student to determine a quantity and multiply by 10
for a final total. For example, if you place a 5-dot card, a 4-dot card, and a 1-
dot card on the table, the student should mentally subitize a quantity of 10,
then multiply by 10 for a final total of 100. The student should be able to
explain her strategy beginning from the first step, for example, “I used an
38
Add 1 More to combine 4 and 1 to make 5. Then I used Make 10 because 5
and 5 are best friends. I know that 10 times 10 is 100 because I can put a
zero in the ones place.” Repeat this activity until you observe that the
student is confident and consistent.
9. Repeat the steps of Activity 8 using up to four dice.
10. Optional Number Strings. Add the x10 card to the deck, but DO NOT add
the “Make 10 groups” card today; x10 can be read as “groups of 10,” while
“10 groups” would be written as the expression 10 x n, which the student
has not yet been exposed to. The commutative property of multiplication
will be discussed explicitly in Lesson 23.
Wrap up by saying, Today you learned about making groups of 10. You saw
the relationship between how we count by ones and tens. You also saw how
multiplying by 10 is represented in numerals by moving each digit into a new
place value and writing a 0 in the ones place. Let’s put Groups of 10 onto your
list of mental math strategies for multiplication. Next time, we’ll continue
practicing new strategies and keep working on your multiplication chart.
Basic facts check:

Worksheet 10
39
Lesson 16: Halving/Cutting Groups of 10 in Half (x5)
If needed, precede this lesson with the Supplemental Lesson: Halving and practice
the strategy of cutting quantities in half using Number Strings.
Fluency:
Add 1 More – Practice the deck 1-2 times. Then practice adding 2 more with the
same deck.
Groups of 10 – Practice the deck 1-2 times.
Groups of 5:
Show the student the Doubling numeral card 5, and refer to an example
multiplication chart as a visual if needed. Place two groups of 5 straws on the table
Say, What is the Double of 5? Yes, the Double of 5 is 10. If we put these two
groups of 5 together, we can see what happens when we Double 5 to make a
total of 10. Bundle the group of 10 with a rubber band. Now, what if we wanted
to reverse the process? Instead of composing 10 using 5 and 5, let’s decompose
it into two equal groups of 5. Provide the student with her own bundle of 10.
Allow her to remove the rubber band herself and make two separate groups of 5.
The process of decomposing a total into two equal groups has a lot of names.
Today, we are going to call it Cutting in Half or Halving. When we cut 10 in
half, we get two groups of 5. Today we are going to remember this important
relationship to learn a mental math strategy for multiplying times 5. If we
know that 5 is always half of 10, then we know that multiplying any quantity
times 5 will be the same as first multiplying by 10, and then cutting it in half.
Let’s try some activities to learn more.
Activities:
1. Use grid paper to have the student create two rows: the first row will be skip
counted by 10s, and the second row skip counted by 5s. When skip counting
by 5s, remind the student of any needed metacognitive strategies to help,
such as counting on fingers, fish counting, drawing dots, etc. Discuss the
pattern that each multiple of 5 is half of its corresponding multiple of 10. For
example, 1 group of 5 is half of 1 group of 10; 2 groups of 5 is half of 2
groups of 10; 8 groups of 5 is half of 8 groups of 10. Discuss the same
40
relationship using the term “Double.” For example, 1 group of 10 is Double
1 group of 5, and so on.
10 20 30 40 50 60 70 80 90 100 110 120
5 10 15 20 25 30 35 40 45 50 55 60
2. Using the Subitizing deck, place a 4-dot card on the table and model how to
subitize the quantity, then use mental math to multiply by 10 (40). Finally,
cut that multiple of 10 in half to determine a final total (20). Have the
student practice multiplying by 5 with one dot card at a time.
3. Repeat the steps of Activity 2, using up to four dot cards at once. Guide the
student to explain what strategies she used to subitize the quantity and then
multiply by 5 by first multiplying by 10 and then halving.
4. Take turns rolling up to four dice and use mental math to multiply by 5. Be
sure to explain the steps of subitizing, multiplying by 10, and halving.
5. Multiplication chart: Provide the student with a blank multiplication chart.
Have the student complete the frame, as well as rows for 2s, 4s, and 10s,
providing guidance and reminders as necessary. Ask the student to complete
the row for 5s. Discuss patterns.
X 1 2 3 4 5 6 7 8 9 10 11 12
1
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5 5 10 15 20 2 30 35 40 45 50 55 60
5
6
7
8
9
41
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
1
1
1
2
42
6. Give the student time to complete any other columns she knows as well.
Discuss any new patterns or understandings the student might have.
X 1 2 3 4 5 6 7 8 9 10 11 12
1 2 4 5 10
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3 6 12 1 30
5
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5 5 10 15 20 2 30 35 40 45 50 55 60
5
6 12 24 3 60
0
7 14 28 3 70
5
8 16 32 4 80
0
9 18 36 4 90
5
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
1 22 44 5 110
1 5
1 24 48 6 120
2 0
7. Introduce the Groups of 5 deck. Make sure this deck is a different color from
the Groups of 10 deck. The deck should include only numerals 0-12 at this
time. Practice the deck 2-3 times.
8. Optional Number Strings. Add x5 to the Number Strings Operations card
deck you choose from.
43
Wrap up by saying, Today we practiced a new mental math multiplication
strategy to multiply by 5. Let’s write Groups of 5 on your list of mental math
strategies for multiplication. If you first multiply a quantity by 10 and then
cut it in half, you have multiplied by 5. This is a good strategy to use until you
have memorized your basic multiplication facts, but it is also a good strategy
to use for larger quantities that don’t appear on your multiplication chart as
well. Next time, we are going to continue working with your multiplication
chart, especially focusing on metacognitive strategies you can use while you
are completing it.
Basic facts check:

Worksheet 11
Lesson 17: More Work with the Multiplication Chart

Identity Property Strategy (x1)
Fluency:
Make 10 – Practice the deck 1-2 times. This is also an optional time to add numeral
cards 20-29 to the deck.
More Work with the Multiplication Chart:

Provide the student with a blank multiplication chart. Direct the student to
complete the factor frame across the top row and down the left column. Say, In
our other lessons, we have practiced completing rows and columns without a
timer. Today, I want you to continue working at the best speed for you. I will
set a timer just to see how long it takes you to complete only the rows and
columns you have already practiced: 2s, 4s, 5s, and 10s. Allow the student to
highlight only those factors as a visual reminder. Say, This is not a race! The
timer is only going to tell you how long it takes for you to work at the speed
you choose. Ready? Go. As the student completes only the rows and columns
practiced so far, fill out your own multiplication chart as well, modeling a calm
44
demeanor. When finished, tell the student how long it took to complete the chart at
her own pace. The chart should look like this:
X 1 2 3 4 5 6 7 8 9 10 11 12
1 2 4 5 10
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3 6 12 1 30
5
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5 5 10 15 20 2 30 35 40 45 50 55 60
5
6 12 24 3 60
0
7 14 28 3 70
5
8 16 32 4 80
0
9 18 36 4 90
5
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
1 22 44 5 110
1 5
1 24 48 6 120
2 0
Activities:
1. Keep the student’s multiplication chart visible on the table. Using straws or
other manipulatives, place one counter on the table and ask, How many is
one group of 1? Yes, one group of 1 is 1. What is 2 groups of 1? 2. How
45
about 5 groups of 1? 5. When thinking about groups of 1, would you say
we are adding, multiplying, skip counting, or something else? Guide the
student to understand that when thinking about groups of 1, we are
multiplying by 1 (equal groups), and we are counting by 1s; this is also
repeated addition of 1s. Say, Look at your multiplication chart. If we
wanted to record the process of multiplying by 1, where would we write
those numerals? This is the Identity Property of Multiplication. Any
quantity that you multiply by 1 will simply be the same quantity. Guide
the student to understand that she should write these numerals across the 1s
row and down the left column. Discuss any new patterns or understandings
she may have. The multiplication chart should now show:
X 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3 3 6 12 1 30
5
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5 5 10 15 20 2 30 35 40 45 50 55 60
5
6 6 12 24 3 60
0
7 7 14 28 3 70
5
8 8 16 32 4 80
0
9 9 18 36 4 90
5
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
46
1 11 22 44 5 110
1 5
1 12 24 48 6 120
2 0
2. Review the multiplication chart by saying, These represent all of the basic
multiplication facts that you know how to find using mental math
strategies. There is a total of 144 squares available for you to write in
products, and on your chart, you’ve written 94 of them. By knowing
mental math strategies for only 1s, 2s, 4s, 5s, and 10s, you know most of
the whole chart! Discuss with the student. Give her plenty of time to talk
about how she felt when she first saw the multiplication chart, and how she
feels about it now.
3. Ask the student if there are any other rows or columns she can complete by
memory. Give the student some time to do so at her own pace. Provide
guidance and support as needed. Remind the student that any row that’s
completed will correspond to any column with the same numerals.
4. Discuss the products of the bottom right 9 boxes, beginning with 10x10 and
ending with 12x12. Discuss that many students lose track of the pattern at
these boxes. Show those products to the student if they are not already
written on her chart. Ask, Why do you think a lot of students get a little
lost here? What do you think you can do to pace yourself and self-
monitor in this area of the chart?
5. For any remaining rows or columns, discuss strategies to fill in products the
student has not yet memorized. Strategies can include, counting with fingers,
fish counting, drawing dots, or any patterns, “tricks,” etc. that the student
might have learned from a teacher or friend. This should NOT be timed. The
purpose of this activity is for the student to have the experience of
completing the multiplication chart. Talk through the process, focusing on
the metacognitive strategies the student is using to complete this large task:
a. Does the student prefer to start from the beginning and write across
the rows? Write across, then write the same answers again in the
corresponding column? Write in columns first, then rows? Something
else?
b. What is the student’s preferred method of finding an unknown
product?
c. What is the point of completing a multiplication chart and practicing
many times? Is it busy work? How might this help on something like
homework, tests, or projects? Say, Now that you’ve practiced
47
writing your 2s many times, think about this: If you are writing in
your 2s row, and you write the numeral 13, would that feel right?
Why not? The numeral 13 doesn’t belong in the 2s row! After
practicing this multiplication chart several times, you will begin to
know what numerals belong and what numerals do not belong.
What metacognitive strategies will you be able to use to have
confidence?
d. Ask, Is completing a multiplication chart the same thing as having
all of you basic multiplication facts memorized? No. How are they
different skills? How do you think you should use the
multiplication chart practice to help you as you work on
memorizing your multiplication facts?
e. By the end of this lesson, both the student’s and the teacher’s
multiplication charts should be complete. Ask the student what
strategies might help her track visually as she goes. Some students
prefer to highlight the frame only; some students prefer to use a paper
or notecard as a line guide. Be open to any suggestions or requests the
student may have as a support.
Wrap up by saying, Today you had the chance to practice your multiplication
chart using a combination of mental math strategies and metacognitive skills.
The multiplication chart is a big task that will feel easier as you practice more.
Starting next time, we will start each lesson with a timed multiplication chart
so that you have plenty of practice and build your confidence with these math
facts.
Basic facts check:

Worksheet 12
48
Lesson 18: 5-Minute Multiplication Chart (and Multiplication Review)
Fluency:
Practice every multiplication deck 1 time as a warm-up:
Doubling, Double-Double, Groups of 10, Groups of 5
5-Minute Multiplication Chart:

Provide the student with a blank multiplication chart. Have the student fill in only
the factor frame. Prepare any visual supports the student might need as well, such
as highlighting the frame, line guides, etc. Explain that she will have 5 minutes to
complete as many as she can. Remain silent while the timer is going. Take note of
the student’s metacognitive strategies while working: pacing, any errors, self-
corrections, even hesitations, and what specific behaviors you observe her doing to
overcome them, such as counting on fingers.
When the timer is up, ask the student to put her pencil far away. Many students
want to continue writing in numerals and become distracted while reviewing.
Discuss your observations with the student, and be careful not to give any value
judgments, such as, “That was really great!” or, “It was a good idea to…” Try
using some of the following discussion suggestions:
I noticed you went pretty quickly on this row, and a little slower on this row.
What was your thinking?
I noticed you completed these rows first and saved these rows for last. What
was your strategy?
I noticed you hesitated right about here. Can you tell me what was happening
here?
I noticed that you thought about filling in these boxes, but you decided to start
a different row instead. How did you make that decision?
I noticed that you erased your first answer here and wrote something
different. What happened?
I noticed that you erased this whole row/column and then started over. What
happened?
Let’s take a look at the boxes you filled in correctly. Tell me about them.
Let’s take a look at the boxes that are empty. Tell me about them.
49
Activities:
1. Ask the student if there are any rows or columns she would like to practice.
If the student chooses to practice 2s, 4s, 5s, or 10s, use one of the fluency
decks. If the student chooses any other, use a grid paper to practice writing
them with multi-sensory strategies, such as writing, speaking, listening,
touching, and color-coding. For example, if the student wants to practice 7s,
have her write them out on grid paper. Highlight the 7s that correspond with
a mental math strategy such as Groups of 1, Doubling, Double-Double,
groups of 5, and groups of 10:
7 14 21 28 35 42 49 56 63 70 77 84
2. Suggest another row or column for the student to practice on grid paper
(teacher choice), and repeat the steps for Activity 1.
3. Review by choosing any Subitizing card, dice, or manipulative activity to
practice.
5. If there is time, play Shut the Box or another favorite calculation game.
Wrap up by saying, Today you practiced completing the multiplication chart in
5 minutes. We discussed your metacognitive skills and mental math strategies.
Starting next time, we will begin each lesson with a 5-minute multiplication
chart. I will check how accurate your answers are, as well as how many
correct answers you write each time. We will also continue learning more
mental math strategies for multiplication.
50
Lesson 19: Double, Add-a-Group (x3)
Fluency:
5-minute multiplication chart – Have a quick discussion after time is up: Did the
student notice anything that was easier this time? Harder? Stayed the same? How
much of the chart is complete?
Double, Add-a-Group:
Keep the student’s multiplication chart visible. Using manipulative counters, place
three equal groups of 4 on the table. Say, Can you subitize how many are in this
group? Yes, 4. How about this group? 4 again. And how about this group? 4.
How many groups are there? Yes, there are 3 equal groups of 4. What
addition expression does this represent? 4 + 4 + 4. What multiplication
expression does this represent? Yes, 3 groups of 4, or 3 x 4. Today we are
going to talk about multiplying by 3, or making 3 equal groups. We can skip
count, add, or multiply. Look at these groups. Do you see any ways to use a
mental math strategy you already know? Guide the student to combine two
groups and use Doubling to find a total of 8. When we Double these two groups,
is that the final product? No, we still have this group to count. Let’s start with
the 8 we have and use a Counting Up strategy to find our final product. Point
to the Doubled group and say, 8. Point to the third group and count one at a time
by saying, 9, 10, 11, 12. This strategy for multiplying by 3 is called Double,
Add-a-Group. We Doubled to find that two groups of 4 is 8, then we added
another group of 4 to find a final total of 12. Let’s try some more.
Activities:
1. Place 3 groups of 6 on the table. Have the student practice Double, Add-a-
Group while saying the steps out loud: “I can subitize that this group is 6
because I see 3 and 3. I see 3 equal groups of 6. I can Double by combining
these 2 groups to make 12. Then I will Count Up. 13, 14, 15, 16, 17, 18.”
Repeat until you observe the student is confident and consistent, with groups
of up to 12.
2. Take turns rolling a pair of 6-sided dice. For each roll, explain how to use
the Double, Add-a-Group strategy to multiply by 3.
3. Use the Doubling deck. Ask the student to Double, Add-a-Group for each
numeral card shown. Explain that this is also called Tripling.
4. Look at the student’s multiplication chart. If the student has not already
filled in the row and column for 3s, have her do so now.
51
5. If time remains, discuss the rest of the multiplication chart. Are there any
areas where the student consistently makes errors? Any areas where the
student struggles to pace appropriately or self-correct? Finally, explicitly
discuss the final 9 boxes (10x10 through 12x12) and either check and correct
the answers the student already wrote, or write them in now.
6. Optional Numbers Strings. Add the “x3” and “Triple it” cards to the Number
Strings Operations deck that you choose from.
Wrap up by saying, Today we explored multiplying by 3. We learned about

how multiplying by 3 is related to Doubling because you can Double first and
then Add-a-Group. Let’s write Double, Add-a-Group on your list of mental
math strategies for multiplication. In the next lesson, we will review the
strategy you already know for multiplying by 5, and we will learn another
way to make groups of 5. You can choose the strategy that works best for you.
Basic facts check:

Worksheet 13
52
Lesson 20: Double-Double, Add-a-Group (x5)
(and Groups of 5 Review)
Fluency:
5-minute multiplication chart – Have the student prepare the factor frame and any
supports needed before starting the timer. Have a quick discussion about the chart
once time is up, based on what you and/or the student observed.
Double-Double, Add-a-Group:
Review the Groups of 5 deck, reminding the student of the strategy. Say,
Remember, you can use the mental math strategy of multiplying by 10 and
then Cutting in Half. Practice the deck 1-2 times. When finished, set the Groups
of 5 deck aside and use counters/manipulatives of your choice. Place 5 groups of 4
on the table. Say, Can you subitize how many groups there are? Can you
subitize how many are in each group? Yes, there are five groups of 4 on the
table. What addition expression does this represent? 4 + 4 + 4 + 4 + 4. What
multiplication expression does this represent? Five groups of 4, or 5 x 4. You
already know that one strategy for multiplying by 5 is to first multiply by 10
and then Cut in Half. For this quantity, we could multiply 10 x 4 (40) and then
Cut in Half (20). Now take another look at these counters. Do you see any
ways that we can Double any of the groups? Guide the student to understand
that she can Double-Double, and that there will be one group left over. Now that
we have Double-Doubled most of the groups, we still have this one left to
count. What is the most efficient way to combine them with the others if you
don’t know the total right away? Yes, Count Up. So the Double-Double of 4 is
16, and you can start with that. Point to the Double-Doubled group and say, 16.
Point to each of the counters in the fifth group and say, 17, 18, 19, 20. This
strategy is another way to multiply by 5. Whenever you need to multiply by 5,
you can choose to multiply by 10 and then Cut in Half, or you can choose to
Double-Double, Add-a-Group. Let’s practice a few more like this.
Activities:
1. Using the same counters, place 5 groups of 8 on the table. Guide the student
to describe as independently as possible how to Double-Double, Add-a-
Group: “I see 5 groups of 8. I know that 4 groups of 8 is Double-Double,
which is 32. Then I can Add-a-Group. I know that will be 32 plus 8. Since 8
and 2 are best friends, I know that the total will be the next multiple of 10,
which is 40.”
53
2. Repeat the steps of Activity 1 with 5 groups of up to 12, until you observe
that the student is confident and consistent.
3. Take turns rolling a pair of 6-sided dice. For each roll, explain the steps to
Double-Double, Add-a-Group. (Optional: For each roll, explain the steps to
Double-Double, Add-a-Group and multiply by 10 and Cut in Half.)
4. If the student is showing confidence and consistency, challenge her by
following the steps of Activity 3 with up to four dice or by including 10- or
12-sided dice.
5. Look at the student’s multiplication chart. Check the row and column for 5.
Discuss the student’s strategy for completing this row and column. Is it one
of the easiest, hardest, or somewhere in between? Is this one of the first or
last rows you complete? Why? Why do you think most people think it is
easy to skip count by 5s and memorize their 5s multiplication facts?
6. Ask, You now know two mental math strategies for multiplying by 5.
You can use what you know about multiplying by 10 and Cut in Half, or
you can Double-Double-Add-a-Group. Which do you think is easiest?
Why?
Wrap up by saying, Today we reviewed a strategy for multiplying by 5, and

you also learned a new strategy. You can choose to use either one or you can
use both to check your answers. Let’s write Double-Double, Add-a-Group on
your list of mental math strategies for multiplication. Next time, we will learn
another strategy for multiplication.
Basic facts check:

Worksheet 14
54
Lesson 21: Double-Double-Double (x8)
Fluency:
5-minute multiplication chart – Discuss observations briefly with the student after
time is up.
Groups of 5 deck – Tell the student that she can choose whichever mental math
strategy she prefers to multiply by 5. Practice the deck 1-2 times.
Double-Double-Double:
Keep the student’s multiplication chart visible. Place one counter on the table and
ask the student to subitize (1). Say, What will happen if we Double this
quantity? Right, we will have 2 counters. Place another counter on the table,
along with a notecard that says, “Double” next to them. Say, Now, what if we
Double this quantity? Yes, we will have 4. Place another 2 counters on the table,
along with another notecard that says, “Double,” so that the two notecards together
will say, “Double Double.” Say, What if we Double this quantity again? Yes, we
will have 8 in total. Place another 4 counters on the table for a total of 8, along
with a third notecard that says, “Double,” so that all three notecards together will
say, “Double Double Double.” Say, Today, we are learning a strategy called
Double-Double-Double. What is your prediction for which row or column we
will be working in on the multiplication chart? Guided the student to understand
that she will be working in the 8s row and column. Note that many students have a
common misconception that Double-Double-Double is the same as multiplying by
6, because they are thinking of 2 x 3, when the true expression is 2 x 2 x 2. You
may have to correct this misconception many times during this lesson. Say, To
Double-Double-Double, we started with 1 counter, and now we have 8. So, the
Double-Double-Double strategy is a mental math strategy for multiplying by
8. Let’s practice a few activities for the Double-Double-Double strategy.
Activities:
1. Place 8 groups of 2 counters on the table. Have the student subitize and
combine groups of 2, saying, “Double (4)…Double-Double (8)…Double-
Double-Double (16)” each time, and giving a final total of 16. Repeat these
steps with 8 groups of up to 12 counters until you observe that the student is
confident and consistent.
2. Take turns rolling a pair of 6-sided dice. Explain how to Double-Double-
Double with each roll. (Optional: If the student appears fluent and confident,
use up to 4 6-sided dice, or include a 10- or 12-sided dice.)
55
3. Place 1-4 Subitizing dot cards on the table. Take turns explaining how to
Double-Double-Double.
4. Use the Doubling deck. Ask the student to practice the Double-Double-
Double strategy with each numeral card in the deck.
5. Look at the student’s multiplication chart. Review the row and column for
8s. If there are any the student has not yet filled in, have her write them in
now, practicing the Double-Double-Double strategy.
6. Optional Number Strings. Add the x8 card to the Number Strings Operations
deck you choose from.
Wrap up by saying, Today you learned the Double-Double-Double strategy for
multiplying quantities by 8. Let’s write Double-Double-Double on your list of
mental math strategies for multiplication. Next time, we will review strategies
for multiplication and practice metacognitive skills with your multiplication
chart.
Basic facts check:

Worksheet 15
56
Lesson 22: More Work with the Multiplication Chart
(A Review of All Mental Math Multiplication Strategies)
Review of All Mental Math Multiplication Strategies:
Provide the student with a multiplication chart that is partially completed with the
rows and columns discussed in previous lessons:
X 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3 3 6 9 12 1 18 21 24 27 30 33 36
5
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5 5 10 15 20 2 30 35 40 45 50 55 60
5
6 6 12 18 24 3 48 60
0
7 7 14 21 28 3 56 70
5
8 8 16 24 32 4 48 56 64 72 80 88 96
0
9 9 18 27 36 4 72 90
5
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
1 11 22 33 44 5 88 110
1 5
1 12 24 36 48 6 96 120
2 0
57
Have many different highlighter colors available for the student to use as you
discuss. Have the student say independently, or guide the student to say the
following as she highlights the corresponding rows ONLY (not columns):
Yellow: “The strategy for multiplying by 1 is the Identity Property of
Multiplication.”
Orange: “The strategy for multiplying by 2 is Doubling.”
Pink: “The strategy for multiplying by 3 is Double, Add-a-Group.”
Green: “The strategy for multiplying by 4 is Double-Double.”
Blue: “The strategy for multiplying by 5 is Double-Double, Add-a-Group.” (or Cut
10 Groups in Half)
Purple: “The strategy for multiplying by 8 is Double-Double-Double.”
Student’s choice or yellow again: “The strategy for multiplying by 10 is write a
zero in the ones place.”
After highlighting and naming each row, have the student highlight the names of
each strategy on the list of mental math strategies with the matching color.
The multiplication chart should look like this:
X 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 1 12 14 16 18 20 22 24
0
3 3 6 9 12 1 18 21 24 27 30 33 36
5
4 4 8 12 16 2 24 28 32 36 40 44 48
0
5 5 10 15 20 2 30 35 40 45 50 55 60
5
6 6 12 18 24 3 48 60
0
7 7 14 21 28 3 56 70
5
58
8 8 16 24 32 4 48 56 64 72 80 88 96
0
9 9 18 27 36 4 72 90
5
1 10 20 30 40 5 60 70 80 90 100 110 120
0 0
1 11 22 33 44 5 88 110
1 5
1 12 24 36 48 6 96 120
2 0
The list of mental math strategies for multiplication should look like:
Doubling (x2)
Double-Double (x4)
Groups of 10 (x10)
Cutting Groups of 10 in Half (x5)
Identity Property (x1)
Double, Add-a-Group (x3)
Double-Double, Add-a-Group (x5)
Double-Double-Double (x8)
Ask, What rows do you have mental math strategies for? (1, 2, 3, 4, 5, 8, and
10.) Which ones do you not have mental math strategies for yet? (6, 7, 9, 11,
and 12.) You have been doing a lot of practice to learn and memorize these
basic facts. Today we are going to review your multiplication fluency decks,
and we are going to put some new cards in each deck. Let’s practice.
Activities (Do not attempt to do all of these activities in the same day!):
1. Numeral Naming – optional. Remind the student that multiplying a quantity
by 1 will always result in the same quantity and/or numeral.
59
2. Doubling – Include some new cards, based on your observations of the
student’s needs. Some suggestions are numerals 16-30. Practice the deck 1-2
times.
3. Double-Double – Use the Doubling deck, including the new cards added
today. Practice the deck 1-2 times.
4. Double, Add-a-Group – Practice the deck 1-2 times.
5. Groups of 10 – Practice the deck 1-2 times.
6. Groups of 5 – Practice the deck 1-2 times.
7. Double-Double-Double – practice the deck 1-2 times.
8. Number Strings, including all Number Strings Operations cards that match
with any addition or multiplication mental math strategy practiced up to this
lesson.
Wrap up by saying, You have learned and practiced several different mental
math strategies and metacognitive skills that are helping you to memorize
basic multiplication facts. At this point, the multiplication chart is something
you can create mostly without help, and you can use it as a resource. Our goal
now is to have your basic multiplication facts memorized so that you do not
need to use the chart anymore. Keep doing your best to complete the chart in
less than 5 minutes, and track your confidence as you memorize your math
facts. Next time, we will learn another mental math strategy for
multiplication.
Basic facts check:

Worksheet 16
60
Lesson 23: 10 Groups (x10)
Fluency:
5-minute multiplication chart – discuss briefly some of the main points of the
previous lesson.
10 Groups:
Practice the Groups of 10 deck 1-2 times, depending on the student’s fluency.
Using the bundles of straws and place value mat, briefly discuss the student’s
understanding of multiplying by 10, in terms of groups of 10 and place value. Give
the student the place value mat and a container of straws and rubber bands. Ask the
student to count out 5 straws in the ones place. Say, Because you are counting by
ones, you placed each straw in the ones place. Let’s review what would
happen if we multiply this quantity by 10. Multiply these straws by making 5
bundles of 10. Where should they be on the place value mat now? Yes,
because you made bundles of 10, they should be in the tens place. What is the
total now? Yes, the total or product of 5 groups of 10 is 50. Today we are
going to explore another way to multiply by 10. Let’s remove the place value
mat and look at the expression 5 x 10. 5 x 10 can be described in word by
saying, “5 groups of 10.” Let’s take the rubber bands off of the bundles, but
keep the straws in separate groups. Now, let’s think back to what we know
about multiplying by 5. Point to one of the groups of 10. This is a group of 10. If
I wanted to Cut it in Half, what would that look like? Yes, it would be two
groups of 5. Do the same with each group of 10. Do you still have equal
groups? Yes, now you have 10 groups of 5. What multiplication expression
would this represent? Yes, 10 x 5. Write the expression 10 x 5 on the board
underneath 5 x 10. How are these two expressions different? How are they the
same? Look at the quantity on the table. Did the total quantity of straws
change when we changed how they are arranged? No. Let’s make these
expressions into complete equations. When you made 5 groups of 10, how
many total straws did you have? Right, you had 50. Complete the equation 5 x
10 = 50 on the board. When you rearranged the straws into 10 groups of 5, how
many total straws did you have then? Yes, you still have 50 straws. Complete
the equation 10 x 5 = 50 on the board. This is because when you multiply by 10,
you can choose to either make groups of 10, as in 5 groups of 10, Point to the
equation 5 x 10 = 50, or you can make 10 groups, as in 10 groups of 5. Point to
the equation 10 x 5 = 50. Let’s explore using 10 Groups as a mental math
strategy.
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Activities:
1. Using the straws and bundles, choose one dot card from the Subitizing deck
at random and place it on the table. Have the student first count out the given
quantity in the ones place on the place value mat, then demonstrate how to
make Groups of 10 by bundling and placing the bundles in the tens place.
Have the student write the equation this represents on the board. Finally,
have the student rearrange the bundles into 10 Groups and write the new
equation on the board, beginning with 10 x ___ = ___. Repeat this process
by drawing a new dot card until you observe that the student is confident and
consistent.
2. Take turns rolling a pair of 6-sided dice. For each roll, have the student say,
“___ groups of 10 is ___,” as well as, “10 groups of __ is __.” If you
observe that the student is confident and consistent, increase the challenge
by using up to 4 dice and/or including a 10- or 12-side dice.
3. Review the student’s multiplication chart and check the row and column for
10. Make corrections or complete the boxes as needed. Roll a dice or choose
a dot card at random and ask the student to show two different ways to find
the product of the given quantity and 10 on the multiplication chart. For
example, if the student rolls 11, she should be able to explain, “I can find the
10 row and the 11 column and find where they intersect. I can also find the
11 row and the 10 column and find where they intersect. The product is the
same both ways.”
4. Ask the student to describe how 10 Groups is different from Groups of 10.
Ask the student to describe how they are the same. The student may use
counters and pictures if needed.
5. Optional Number Strings. Add the Make 10 groups card to the Number
Strings Operations deck that you choose from.
Wrap up by saying, Today you reviewed the Groups of 10 strategy, and you
learned about the 10 Groups strategy. Let’s write 10 Groups on your list of
mental math strategies for multiplication. Next time, we are going to explore
how your understanding from today can help you with lots of different
multiplication facts.
Basic facts check:

Worksheet 17
62
Lesson 24: Commutative Property of Multiplication
Fluency:
Review an addition strategy of your choice using any variation of Subitizing, Add
1 More, and/or Make 10.
5-minute multiplication chart – briefly discuss main points of the previous lesson.
Commutative Property of Multiplication:

Keep the student’s multiplication chart visible. After reviewing the main points of
Lesson 22 during fluency practice, say, In the last lesson, we explored how 10
groups of 5 and 5 groups of 10 result in the same total or product. We also
explored how that is true of any situation in which you are multiplying by 10.
Today, we are going to explore this property of multiplication using any
combination of factors, not only 10. Provide the student with a container of
counters. Write the expression 2 x 7 on the board, and ask the student to show 2
groups of 7. Ask, How many groups do you have? How many are in each
group? How many in total? Complete the equation by writing 2 x 7 = 14 on the
board. Write the expression 7 x 2 on the board. Ask the student to rearrange the
counters into 7 groups of 2, providing guidance if needed. Ask, How many groups
do you have? How many are in each group? How many in total? Complete the
equation by writing 7 x 2 = 14. Say, Is there a mental math strategy you know
for multiplying by 2? Yes, Doubling. Is there a mental math strategy you
know for multiplying by 7? No, not yet, but if you are in a situation in which
you are asked to multiply 7 x 2, will you still be able to find the total or
product? Yes, because you know that 7 x 2 will result in the same total as 2 x
7, or by using a Doubling strategy. Now let’s take a look at your multiplication
chart. Check the student’s chart. Most students at this point have completed both
the 2 row and the 2 column. If the student has not yet completed this row and
column, have the student complete both before continuing, and provide guidance if
needed. You have completely filled in the row and column for 2. Show me
where the 2 row is. Now show me where the 2 column is. Refer to the equation 2
x 7 = 14 on the board. If I asked you to find the product of this expression, how
would you find it on your multiplication chart? Yes, you would find the 2 row
and slide your finger over to find where it intersects with the 7 column. What
product did you find? 14 is correct. Now, what if I asked you to find the
quantity represented by this equation? Point to 7 x 2 = 14 on the board. The
63
student may have multiple ways to approach this. The student may demonstrate the
exact same process as with 2 x 7; the student may go to the 2 column and find
where it intersects with the 7 row; the student may simply explain that 7 x 2 is an
example of Doubling in the same way the 2 x 7 is. However the student approaches
this explanation, guide her to understand that 7 x 2 = 14, or the same product as 2 x
7. Say, We can see with counters and on your multiplication chart that 2 x 7
and 7 x 2 result in the same product. This is called the commutative property of
multiplication. The commutative property tells us that when we multiply two
factors together, we can choose to rearrange those factors to find the same
product. In this example, 2 groups of 7 will always results in the same product
as 7 groups of 2. Let’s practice a few more like these.
Activities:
1. Write the expression 4 x 6 on the board. Say, Do you know a mental math
strategy to multiply 4 times 6? Yes, multiplying by 4 is Double-Double.
What would be the product of 4 x 6? Yes, Double 6 to get 12 and Double
12 to get 24. Complete the equation on the board by writing 4 x 6 = 24.
Provide the student with counters. Follow the equation to demonstrate 4
groups of 6. Do your counters match the equation on the board? Yes, 4
groups of 6 is a total of 24. Using the commutative property of
multiplication, what is another way to arrange the counters and write
the equation? Guide the student to rearrange the counters and write the new
equation 6 x 4 = 24. The student may want to write the equation first and
then rearrange the counters. Either way is acceptable and encouraged.
2. Choose pairs of dot cards from the Subitizing deck at random to use as
factors. Repeat the steps of Activity 1 until you observe that the student is
confident and consistent. If two dot cards are chosen that represent factors
for which the student does not yet know a mental math strategy (for example
7 and 9), guide the student to skip count to complete those rows and
columns until they are complete. Then continue. As the student practices and
repeats this activity, you may determine that the counters are no longer
needed.
3. Provide the student with one 6-sided dice, and take one for yourself.
Partnering with the student, each roll a dice at the same time. Take turns
speaking an equation using the quantities rolled as factors. For example, if
the student rolls a 5 and the teacher rolls a 4, the student will say, “5 groups
of 4 is 20,” and the teacher will say, “4 groups of 5 is 20.” Alternate who
states the equation first.
4. Optional Number Strings.
64
Wrap up by saying, Today we explored the commutative property of
multiplication. You practiced representing multiplication equations in two
different ways by rearranging the factors and getting the same result. You
were able to see that represented by both counters on the table and numerals
on the multiplication chart. Today you also practiced writing products on
your multiplication chart that you don’t have a mental math strategy for. This
is important to practice, because there is always a way to find an answer, even
if you don’t know a quick way yet. Next time, we will learn another mental
math strategy for multiplication.
Basic facts check:

Worksheet 18
65
Lesson 25: 10 Groups, Subtract-a-Group (x9)
Fluency:
Practice an addition fluency deck of your choosing, using any variation or
combination of Subitizing, Add 1 More, or Make 10.
5-minute multiplication chart – Briefly discuss any metacognitive skills or
numerical understandings that you observe the student might need support with
after time is up.
10 Groups, Subtract-a-Group:
Keep the student’s multiplication chart visible. Provide the student with counters
(avoid using straws to avoid confusion between Groups of 10 and 10 Groups).
Write the expression 10 x 4 on the board and ask the student to make 10 groups of
4. Ensure the student does not make 4 groups of 10 for this activity. If that is a
preference, remind the student, We have learned that the commutative property
of multiplication allows us to arrange these factors in whatever way we want.
If your preference is to make 4 groups of 10, that’s an acceptable strategy to
find this product; however, today’s strategy will require you to be flexible in
your thinking. Let’s stick with the expression and make 10 groups of 4. What
is the total? Yes, 10 groups of 4 is 40. Complete the equation on the board by
writing 10 x 4 = 40. Now what would you do if I only wanted to know what 9
groups of 4 would be? Guide the student to understand that it would not be
efficient to count out 9 groups of 4 when there are already 10 groups of 4 on the
table. The student can take away, or subtract a group, of 4. Say, If you want to
multiply by 9, you can first make 10 Groups and then Subtract-a-Group. Be
careful not to subtract 10; make sure that you Subtract-a-Group, which
means take away one of the groups of 4. Refer to the group of 4 that the student
removed from the table.
Activities:
1. Using the same counters, repeat the steps above. Choose a factor to multiply
by 9 by either rolling a dice or choosing a dot card from the Subitizing deck
at random. Repeat this activity many times. It is a common misconception
for a student to make 10 Groups and then subtract 10 rather than subtracting
a group, so using the manipulative counters will be an important process to
solidify understanding.
66
2. Check in with the student. Ask, How confident do you feel about this
mental math strategy?
3. Check the student’s multiplication chart. Either complete or make
corrections to the 9 row and 9 column. Review and discuss the commutative
property of multiplication by choosing one or two examples, such as 5 x 9 =
9 x 5 or 8 x 9 = 9 x 8.
4. Practice the Groups of 10 deck 1-2 times. Then, have the student practice the
mental math strategy 10 Groups, Subtract-a-Group using the same deck 1-2
times. If needed, remind the student that accuracy is more important than
speed right now, and provide guidance.
5. Using a blank multiplication chart, have the student fill in the rows for 9 and
10 ONLY. Discuss what patterns the student sees.
9 18 27 36 45 54 63 72 81 90 99 108
10 20 30 40 50 60 70 80 90 100 110 120
Some possible understandings follow. Don’t rush the student. Allow the
student to process and speak any understandings that time allows. Once the
student has had a chance to talk about what she notices, guide her to arrive at
letter c below:
a. The rows and columns are skip counting by the numeral given in the
frame.
b. The numerals in the 9 row follow a pattern of odd, even, odd, even.
c. The difference between the top numeral and the bottom numeral is the
same as the factor in the top frame. That is because multiplying by 9 is
the same as multiplying by 10 and then subtracting the other factor.
Another way of saying this is, 10 Groups, Subtract-a-Group
deck that you choose from.
Wrap up by saying, Today you explored a mental math strategy for

multiplication called 10 Groups, Subtract-a-Group. Let’s write that strategy
on your list of mental math strategies for multiplication. This strategy is one
of the most challenging mental math strategies for multiplication, but it just
like every other strategy you have learned so far: It gets easier and more
efficient with practice. Next time, we will explore another strategy for
multiplying by 9.
67
Basic facts check:
Worksheet 19
68
Lesson 26: Double-Double-Double, Add-a-Group (x9)
Fluency:
Doubling – Practice 1 each: Doubling (x2), Double-Double (x4), and Double-
Double-Double (x8)
5-minute multiplication chart – Briefly discuss main points of previous lessons
based on any observations you made while the student completed the chart.
Double-Double-Double, Add-a-Group:
Provide the student with the same counters used for the previous lesson. Write the
expression 8 x 3 on the board. Say, Follow this expression. How will you
arrange the counters? Yes, you’ll make 8 groups of 3. Do you know a mental
math strategy to find out how many counters there are? Yes, 8 groups is
Double-Double-Double. What is the total? 24. What if you wanted to know
what 9 groups of 3 would be? Guide the student to understand that making 9
groups from scratch would not be efficient. Instead, she should add another group
of 3 to the table to make a total of 9 groups. Say, How can you find the total
now? Yes, you can keep 8 groups of 3 in your memory (24) and add another
group of 3 to make a total of 27, or 9 groups of 3. Yesterday you explored how
to make 10 Groups and Subtract-a-Group to make 9 groups. Today, we will
explore how to make 9 group by using a strategy called Double-Double-
Double, Add-a-Group. After today, you can decide which of these strategies is
easiest for you.
Activities:
at random. Repeat this activity many times until you observe that the student
is confident and consistent.
mental math strategy? Do you prefer this strategy or 10 Groups,
Subtract-a-Group? Many students might bring up patterns or “tricks” that
they have learned from teachers or friends to know their 9 times tables.
Allow the student to explain one if she knows one, but remind her that the
mental math strategy is what will help her develop a sense of quantity
beyond the 144 numerals on the multiplication chart.
69
9 x 5 or 8 x 9 = 9 x 8.
mental math strategy Double-Double-Double, Add-a-Group using the same
deck 1-2 times. If needed, remind the student that accuracy is more
important than speed right now, and provide guidance.
8 16 24 32 40 48 56 64 72 80 88 96
9 18 27 36 45 54 63 72 81 90 99 108
letter c below:
frame.
the same as multiplying by 8 and then adding the other factor. Another
way of saying this is, Double-Double-Double, Add-a-Group.
Wrap up by saying, Today you learned another strategy for multiplying by 9.

Let’s write Double-Double-Double, Add-a-Group on your list of mental math
strategies for multiplication. You now have two mental math strategies to
choose from for multiplying by 9. Most of the time, you will be able to choose
the one you know is best for you. Next time, we will learn another mental
math strategy for multiplication.
Basic facts check:

Worksheet 20
70
Lesson 27: Double-Double-Double, Subtract-a-Group (x7)
Fluency:
Doubling – Practice 1 each: Doubling (x2), Double-Double (x4), and Double-
Double-Double (x8)
5-minute multiplication chart – Briefly discuss main points of previous lessons
based on any observations you made while the student completed the chart.
Double-Double-Double, Subtract-a-Group:
Provide the student with the same counters used for the previous lesson. Write the
expression 8 x 3 on the board. Say, Follow this expression. How will you
arrange the counters? Yes, you’ll make 8 groups of 3. Do you know a mental
math strategy to find out how many counters there are? Yes, 8 groups is
Double-Double-Double. What is the total? 24. What if you wanted to know
what 7 groups of 3 would be? Guide the student to understand that making 7
groups from scratch would not be efficient. Instead, she should remove one group
to leave 7 groups of 3 remaining on the table. Say, How can you find the total
now? Yes, you can keep 8 groups of 3 in your memory (24) and subtract a
group of 3 to make a total of 21, or 7 groups of 3. Today, we will explore how
to make 7 groups by using a strategy called Double-Double-Double, Subtract-
a-Group.
Activities:
at random. Repeat this activity many times until you observe that the student
is confident and consistent.
mental math strategy? Encourage the student to discuss how this strategy
is similar or different from other strategies from previous lessons.
7 x 5 or 8 x 7 = 7 x 8.
71
7 14 21 28 35 42 49 56 63 70 77 84
8 16 24 32 40 48 56 64 72 80 88 96
letter c below:
frame.
the same as multiplying by 8 and then subtracting the other factor.
Another way of saying this is, Double-Double-Double, Subtract-a-
Group.
card deck that you choose from.
Wrap up by saying, Today you learned a mental math strategy to multiply by

7s. Let’s write Double-Double-Double, Subtract-a-Group on your list of
mental math strategies for multiplication. Next time you will learn another
mental math strategy for multiplication.
Basic facts check:

Worksheet 21
72
Lesson 28: Explore Strategies to Derive x6
This lesson is designed to be student-led. The teacher will need to be prepared to
guide the student’s thinking based on observations from all previous lessons. Some
important things to think about as you teach this lesson, based on your
observations:
a. Does the student learn best with manipulatives, visuals, or numeral patterns?
b. Does the student appear to have strong working memory?
c. Does the student learn procedures efficiently? Is the student able to explain
her thinking effectively?
d. How many basic multiplication facts has the student memorized? Which
ones?
Fluency:
5-minute multiplication chart – Briefly discuss any important understandings from
previous lessons based on your observations.
Strategies to Derive x6:

Keep the student’s multiplication chart visible. Say, Today we will use
metacognitive strategies to explore how to multiply by 6. The goal is for you to
have your 6 times tables memorized, but if you aren’t there yet, we will
explore different ways to multiply by 6 and choose the strategy that works
best for you.
Activities (choose from the following based on your observations):

1. ONLY if the student has 5 times table memorized: Use manipulatives and
multiplication chart to discover the mental math strategy 5 Groups, Add-a-
Group.
a. Provide the student with a blank multiplication chart and have her
complete the rows for 5 and 6 only.
5 10 15 20 25 30 35 40 45 50 55 60
6 12 18 24 30 36 42 48 54 60 66 72
b. Discuss any patterns the student may notice. Guide the student to
understand that the difference between the numerals in the top box
and the bottom box is the same at the factor in the top frame. This is
73
because multiplying by 6 is the same as making 5 groups and then
adding a group.
2. ONLY if the student has 3 times table memorized: Use manipulatives and a
multiplication chart to discover the strategy Triple-Double (multiply by 3,
then double it).
3 6 9 12 15 18 21 24 27 30 33 36
6 12 18 24 30 36 42 48 54 60 66 72
understand that numerals in the 6 row are the doubles of the numerals
in the 3 row. This is because multiplying by 6 is the same as Triple-
Double.
3. Double-Triple. Guide the student to understand that Doubling first then
Tripling will result in the same total as Triple-Double because of the
commutative property of multiplication. 2 x 3 = 3 x 2.
4. Break-Apart: Use counters to demonstrate that the quantity 6 can be
decomposed in several ways: 1 and 5, 2 and 4, 3 and 3. This is also true of 6
groups of any quantity. For example, 6 groups of 5 is the same as 4 groups
of 5 plus 2 groups of 5.
a. Use counters to demonstrate multiple ways to break apart. Choose a
dot card from the Subitizing deck at random and make 6 groups of the
quantity shown. Discuss ways to break the 6 groups apart to use
mental math strategies to find the total.
b. Follow same steps as Activity 2a using dice. Prove answers using the
multiplication chart.
5. After choosing from the above strategies and determining which
strategy/strategies the student can use most confidently and consistently,
practice that strategy using the Doubling deck. For the first practice through
the deck, make sure the student is able to explain her thinking effectively.
For the second practice through the deck, focus on finding a fluent pace.
6. Choose dot cards from the subitizing deck at random and place on the table.
Have the student use a mental math strategy of her choice to multiply by 6
and state a final total. Repeat until you observe that the student is confident
and consistent.
74
7. Take turns rolling a pair of dice and using a mental strategy of the student’s
choice to multiply by 6 and state a final total. Repeat until you observe that
the student is confident and consistent.
8. If the student appears fluent with her chosen strategy, follow the steps of
Activities 6 and 7 with any combination and variation of dot cards, numeral
cards, and/or dice.
9. Check the student’s multiplication chart. Correct or complete the 6 row and
6 column. Discuss any patterns the student might notice.
Wrap up by saying, Today you explored several different strategies for

multiplying by 6. Which strategy is the best for you? Let’s write that strategy
on your list of mental math strategies for multiplication. Let’s also write the
other strategies as well, even if you don’t plan to use them. Ideally, you will be
comfortable enough with lots of different ways to compose and decompose
quantities, that you will feel comfortable using any of these. Most of the time,
you will be able to choose the strategy you are most comfortable with. Look
closely at your list of strategies. You now have at least one mental math
strategy for every factor between 1 and 10. Next time, we will learn about
another mental math strategy for multiplication.
75
Lesson 29: 10 Groups, Add-a-Group (x11)
Fluency:
Practice an addition fluency deck of your choosing, using any variation of
Subitizing, Add 1 More, or Make 10.
5-minute multiplication chart – Briefly discuss any metacognitive skills or
numerical understandings that you observe the student might need support with
after time is up.
10 Groups, Subtract-a-Group:
Keep the student’s multiplication chart visible. Provide the student with counters
(avoid using straws to avoid confusion between Groups of 10 and 10 Groups).
Write the expression 10 x 4 on the board and ask the student to make 10 groups of
4. Ensure the student does not make 4 groups of 10 for this activity. If that is a
preference, remind the student, We have learned that the commutative property
of multiplication allows us to arrange these factors in whatever way we want.
If your preference is to make 4 groups of 10, that’s an acceptable strategy to
find this product; however, today’s strategy will require you to be flexible in
your thinking. Let’s stick with the expression and make 10 groups of 4. What
is the total? Yes, 10 groups of 4 is 40. Complete the equation on the board by
writing 10 x 4 = 40. Now what would you do if I wanted to know what 11
groups of 4 would be? Guide the student to understand that it would not be
efficient to count out 11 groups of 4 from scratch when there are already 10 groups
of 4 on the table. The student can add a group of 4 to make a total of 11 groups.
Say, If you want to multiply by 11, you can first make 10 Groups and then
Add-a-Group. Be careful not to add 10; make sure that you Add-a-Group,
which means add another group of 4 to the 10 Groups. Refer to the group of 4
that the student added to the table.
Before beginning the activities, give the student some time to explain what patterns
she may already know about multiplying by 11 on the multiplication chart. Most
students will say something like, “You can just write the same number twice.”
Gently remind the student of precise vocabulary, such as saying “digit” instead of
“number.” Remind the student that knowing numeral patterns like this is helpful,
but it doesn’t always help when thinking about quantities that go beyond the
numerals on the multiplication chart.
76
Activities:
at random. Repeat this activity until you observe that the student is confident
and consistent.
mental math strategy?
corrections to the 11 row and 11 column. Review and discuss the
commutative property of multiplication by choosing one or two examples,
such as 5 x 11 = 11 x 5 or 8 x 11 = 11 x 8.
mental math strategy 10 Groups, Add-a-Group using the same deck 1-2
times. If needed, remind the student that accuracy is more important than
speed right now, and provide guidance.
10 20 30 40 50 60 70 80 90 100 110 120
11 22 33 44 55 66 77 88 99 110 121 132
letter c below:
frame.
the same as multiplying by 10 and then adding the other factor. Another
way of saying this is, 10 Groups, Add-a-Group
Wrap up by saying, Today you explored a mental math strategy for

multiplication called 10 Groups, Add-a-Group. Let’s write that strategy on
your list of mental math strategies for multiplication. You now have at least
77
one strategy for every factor from 1-11. Next time, we will explore different
ways to multiply by 12 using mental math.
Lesson 30: Explore Strategies to Derive x12
This lesson is designed to be student-led. The teacher will need to be prepared to
guide the student’s thinking based on observations from all previous lessons. Some
important things to think about as you teach this lesson, based on your
observations:
a. Does the student learn best with manipulatives, visuals, or numeral patterns?
b. Does the student appear to have strong working memory?
c. Does the student learn procedures efficiently? Is the student able to explain
her thinking effectively?
d. How many basic multiplication facts has the student memorized? Which
ones?
Fluency:
5-minute multiplication chart – briefly discuss any important understandings from
previous lessons based on your observations.
Strategies to Derive x12:

Keep the student’s multiplication chart visible. Say, Today we will use
metacognitive strategies to explore how to multiply by 12. The goal is for you
to have your 12 times tables memorized, but if you aren’t there yet, we will
explore different ways to multiply by 12 and choose the strategy that works
best for you.
Activities (choose from the following based on your observations):

1. ONLY if the student has 6 times table memorized: Use manipulatives and a
multiplication chart to discover the strategy Double, 6 Groups (double it,
then multiply by 6, OR multiply by 6 and double).
6 12 18 24 30 36 42 48 54 60 66 72
78
12 24 36 48 60 72 84 96 108 120 132 144
understand that numerals in the 12 row are the doubles of the
numerals in the 6 row. This is because multiplying by 12 is the same
as multiplying by 6 and then doubling, OR doubling and then
multiplying by 6.
2. Double-Double-Triple. Guide the student to understand that any
combination of Doubling, Doubling again, and Tripling will result in the
same as multiplying by 12.
3. Break-Apart: Use counters to demonstrate that the quantity 12 can be
decomposed in several ways, the most useful of which are: 2 and 10, 3 and
4, and 6 and 6. This is also true of 12 groups of any quantity. For example,
12 groups of 5 is the same as 2 groups of 5 plus 10 groups of 5.
a. Use counters to demonstrate multiple ways to break apart. Choose a
dot card from the Subitizing deck at random and make 12 groups of
the quantity shown. Discuss ways to break the 12 groups apart to use
mental math strategies to find the total.
b. Follow same steps as Activity 2a using dice. Prove answers using the
multiplication chart.
4. After choosing from the above strategies and determining which
strategy/strategies the student can use most confidently and consistently,
practice that strategy using the Doubling deck. For the first practice through
the deck, make sure the student is able to explain her thinking effectively.
For the second practice through the deck, focus on finding a fluent pace.
5. Choose dot cards from the subitizing deck at random and place on the table.
Have the student use a mental math strategy of her choice to multiply by 12
and state a final total. Repeat until you observe that the student is confident
and consistent.
6. Take turns rolling a pair of dice and using a mental math strategy of the
student’s choice to multiply by 12 and state a final total. Repeat until you
observe that the student is confident and consistent.
7. If the student appears fluent with her chosen strategy, follow the steps of
Activities 6 and 7 with any combination and variation of dot cards, numeral
cards, and/or dice.
8. Check the student’s multiplication chart. Correct or complete the 12 row and
12 column. Discuss any patterns the student might notice.
79
Wrap up by saying, Today you explored several different strategies for
multiplying by 12. Which strategy is the best for you? Let’s write that strategy
on your list of mental math strategies for multiplication. Let’s also write the
other strategies as well, even if you don’t plan to use them. Ideally, you will be
comfortable enough with lots of different ways to compose and decompose
quantities, that you will feel comfortable using any of these. Most of the time,
you will be able to choose the strategy you are most comfortable with. Look
closely at your list of strategies. You now have at least one mental math
strategy for every factor between 1 and 12. That is a lot of strategies to keep in
mind, so memorizing the list is not as important as understanding how and
why these strategies work. If you have that understanding, you will be able to
think through any multiplication problem and find a solution. You might have
your facts memorized, or you might choose a strategy to arrive at a solution
with a little bit of accurate and precise thinking.
80

1 Silveira Math Fluency Activities Curriculum

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1 Silveira Math Fluency Activities Curriculum

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Math Fluency

Direct Instruction for Basic Math Facts and

Other Important Skills

Saint John Paul II Catholic School

Metacognitive Skill #1: Explain

Metacognitive Skill #2 Pacing and Metacognitive Skill #3 Self-Monitoring

Basic facts check:

Wrap up by saying, Today we used metacognitive skills to learn and practice

Basic facts check:

Basic facts check:

Basic facts check:

Expanding on Addition Mental Math Strategies:

Wrap up by saying, You have now practiced several important metacognitive

Basic facts check:

Composition and Decomposition:

Activities while playing Shut the Box:

Addition Mental Math Activities to Stretch Working Memory:

Basic facts check:

Doubling as a Multiplication Strategy:

Basic facts check:

Wrap up by saying, Today you practiced Double-Double as a multiplication

Basic facts check:

The Multiplication Chart:

Basic facts check:

Basic facts check:

Lesson 17: More Work with the Multiplication Chart

More Work with the Multiplication Chart:

Basic facts check:

5-Minute Multiplication Chart:

Wrap up by saying, Today we explored multiplying by 3. We learned about

Basic facts check:

Wrap up by saying, Today we reviewed a strategy for multiplying by 5, and

Basic facts check:

Basic facts check:

Basic facts check:

Basic facts check:

Commutative Property of Multiplication:

Basic facts check:

Wrap up by saying, Today you explored a mental math strategy for

Wrap up by saying, Today you learned another strategy for multiplying by 9.

Basic facts check:

Wrap up by saying, Today you learned a mental math strategy to multiply by

Basic facts check:

Strategies to Derive x6:

Activities (choose from the following based on your observations):

Wrap up by saying, Today you explored several different strategies for

Wrap up by saying, Today you explored a mental math strategy for

Strategies to Derive x12:

Activities (choose from the following based on your observations):

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