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TEACHER’S GUIDE
3N13: Demonstrate fluency in multiplication facts through 10 and corresponding division facts.
Step 1: 0,1,10, & 11 Complete a Frayer Model on MULTIPLICATION BY 10 AND 11
Definition: Any number x 0 = 0, Any number x 1 = the number itself
Characteristics: Therefore Any number x 10 = itself followed by a 0, Any number (1-9) x 11 = the number
itself written twice
Examples:
Non-examples: Double digit numbers do not work with 11 (i.e. 10 x 11 does not equal 1010)
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 2: 5
Practice counting by 5’s using the rap http://www.youtube.com/watch?v=Y0m3SxaQVI8
Partners practice counting by 5’s by writing and interpreting hash marks IIII III = 5 x 8 = 40
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 3: 9
Students practice 9’s using fingers
Students write down the following and complete the patterns.
9x1= 9
9 x 2 = 18
9 x 3 = 27
9 x 4 = 36
9x5=
9x6=
9x7=
9x8=
9x9=
9 x10=
One pattern is the tens column is increasing while the ones column is decreasing
Another pattern is that each answer adds to 9 (i.e. 27, 2 + 7 = 9).
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 4: 2 and 4
Read Greg Tang’s THE BEST OF TIMES only the 2’s (Double) and 4’s (Double Double) . Try problems
using this method.
SmartBoard Activity http://www.multiplication.com/flashgames/AntsMarching.htm (1-12 individually
or 1-5, 2-7, 3-12)
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 5: 3
Use a one hundreds chart to show the pattern of counting by 3’s. Stop at 30. Students practice
counting by 3’s.
Create Multiplication cards 3 x 1 through 3 x 10 and answer cards 3 through 30. Display the question
cards. Students take turns shuffling then placing the answers as quickly as possible. (Ensure the cards
are self-checking using stickers on the back. Add non-answers.)
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 6: 6
Using these poems as a guide, have students create poems for 6 x 8 and 6 x 9.
6 x 6 Poem
Six times six. Magic tricks.
Abracadabra. Thirty-six.
6 x 7 Poem
Six and Seven are sad and blue.
They make number forty-two.
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 7: 7
Practice these poems.
4 x 7 Poem
Four and seven went fishing with bait.
Four times seven equals twenty-eight.
7 x 5 Poem
Seven and five went for a drive.
Who's in the back seat? It's thirty-five!
6 x 7 Poem
Six and Seven are sad and blue.
They make number forty-two.
7 x 7 Poem
Seven and seven were doing fine.
They make number forty-nine.
7 x 8 Poem
Seven and eight are nifty chicks.
Eight times seven is fifty-six!
9 x 7 Poem
Nine and seven climb a tree!
They find number sixty-three!
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 8: 8
Practice these poems.
8 x 8 Poem (It's gross, but kids remember it.)
I ate and I ate and I got sick on the floor.
Eight times eight is sixty-four.
9 x 8 Poem
Nine and eight!
What do they do?
They go play with seventy-two!
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Post Test
Step 9: All numbers, 0-11
Practice using cards, dice, flash cards, calculators with a partner, or use any of the pre-requisite methods
Fluency is considered 3 seconds per multiplication problem. This is the goal. Therefore, when using
timed tests, be sure to note the number of problems completed in how many minutes. Once the
student reaches 3 seconds/problem, they are considered fluent in multiplication. These tests should
begin with a variety of problems. As the student progresses, the tests should change. Once it is noted
that 0, 1, 10, 11, 2, 5, & 9’s have been mastered, the tests should have a majority of 3, 4, 6, 7, and 8’s.
SmartBoard Activity http://www.visualmathlearning.com/Exercises/mult_table.php
Drag answer to box OR click on box to see the multiplication problem. Click on the dot to see a visual of
the multiplication problem.
Practice on the computer against others (?)
http://members.learningplanet.com/act/mayhem/mayhem.asp?type=Multiplication
Post Test 1: Variety of Problems
Post Test 2: Mostly 3, 4, 6, 7, and 8’s.
STUDENT GUIDE
Therefore:
Given:
Any number x 0 = ___
Any number x 10 =
Any number x 1 = ____________
Any number (1-9) x 11 =
Multiplication
by 10 & 11
Examples:
___ x 10 =
10 x ___ =
11 x ___ =
___ x 11 =
Non-examples:
10 & 11
___
___
___
___
Multiplication by 10 & 11, Adapted Frayer Model
Counting by 5’s
Each mark counts as 5. Count by 5’s when counting the marks.
1) IIII = 20
2) IIII II = 35
3) IIII IIII =
4) IIII IIII =
5) IIII IIII II =
6) IIII IIII IIII =
Create your own marks and answers.
7)
8)
9)
10)
11)
12)
Fill out the rest of the 9 times tables. What are the patterns?
9x1=
9x2=
9x3=
9x4=
9x5=
9x6=
9x7=
9x8=
9x9=
9 x10=
9
18
27
36
The ones column is:
The tens column is:
If you add the digits in each answer it always equals =
Read multiplication by 2 in “The Best of Times” by Greg Tang
then try the doubling method on the problems below.
2
x3
4
x2
6
x2
2
x7
5
x2
8
x2
Read multiplication by 4 in “The Best of Times” by Greg Tang
then try the double-double method on the problems below.
4
x3
4
x2
6
x4
4
x7
5
x4
8
x4
Shade the multiples of 3. You may use colored pencils. Then
use the chart to count by 3’s.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
3x1=
3x2=
3x3=
3x4=
3x5=
3x6=
3x7=
3
6
9
12
15
18
21
3x8=
3x9=
3 x 10 =
26
24
27
30
16
http://www.superteacherworksheets.com/multiplication-poems.html
4 x 4 Poem
Want to drive a four by four truck?
Unless you're 16, you're out of luck!
6 x 6 Poem
Six times six. Magic tricks.
Abracadabra. Thirty-six.
6 x 7 Poem
Six and Seven are sad and blue.
They make number forty-two.
4 x 7 Poem
Four and seven went fishing with bait.
Four times seven equals twenty-eight.
7 x 5 Poem
Seven and five went for a drive.
Who's in the back seat?
It's thirty-five!
7 x 7 Poem
Seven and seven were doing fine.
They make number forty-nine.
7 x 8 Poem
Seven and eight are nifty chicks.
Eight times seven is fifty-six!
8 x 8 Poem (It's gross, but kids remember it.)
I ate and I ate and I got sick on the floor.
Eight times eight is sixty-four.
9 x 7 Poem
Nine and seven climb a tree!
They find number sixty-three!
9 x 8 Poem
Nine and eight!
What do they do?
They go play with seventy-two!
9 x 9 Poem
Nine and nine having fun!
They play tag with 81.
12 x 7 Poem
Twelve times seven, clean the floor.
Twelve times seven is eighty-four.