Chapters 5 Use Multiplication Facts
- Number sticks
- Multiplication Grid (patterns and odd/even)
Thoughts on chapter:
- This chapter is an opportunity to reason about and practice math facts.
- Tools: Base-ten Blocks, Place Value Chart
- Models: Ratio Table, Open Array/Area Model, Number Line, Number Bonds, Bar Model/Tape Diagram
- Strategies: properties of operations
- Lesson 5.1: Focus on the ratio table and looking at multiples of a number. Also focus on that the fact that if you know 5 x 6 or 5 groups of 6 things, then I can figure out 6 groups of 6 by adding on one more group of 6.
- Lesson 5.2: Multiplication grid and the patterns. Head Feathers Game.
- Lesson 5.3: C-R-A for problem to solve. Use the Advanced Learners with the Showdown Kagan strategy.
- Lesson 5.4 & 5.5: Number String and focus on the unit and what it tells. 20 tens have students picture that on the place value chart. Make into centers and spend 2 to 3 days on this. Have students make number strings. Use a Find Someone Who Kagan strategy with exercises on pg. 289. For example, if 240 is the product, the what are the factors, if one of the factors is a multiple of 10.
Chapter 6 Understand Division
BE CONCRETE!!!! and give a context to all things. AVOID KEY WORD STRATEGIES!!!! Make mathematical sketches of word problems (try pg. 341, #15 – 17 to make mathematical sketches)
- Types of Division, pg. 299E
- CCSS, pg. 89 Problem Types
- Keep a tally of how many times we say dividend, divisor, quotient, product, factor
- Dr. Nicki’s Pintrest on division
Thoughts on chapter:
- Materials: Plates, dry erase markers,
- Tools: Counters
- Models: Equal Groups, Open Array/Area Model, Number Line, Bar Model/Tape Diagram
- Strategies: Repeated Addition/Subtraction, Identify the Multiplication Facts (inverse operation)
- Lesson 6.1: Give problem and concrete materials to students and see how they process the information. Be ready to assess: What connections to multiplication are made? What models are used? Make the idea for the Advanced Learners into a center to use throughout the rest of the year. Do the HW as part of the classwork.
- Lesson 6.2: Focus on the # of shares. Do not show the “Unlock the Problem” – will only have students focus on the numbers. Look at the “Reteach” and use the table structure to organize thinking. Ask students if they can see a connection to multiplication. Let them discover inverse operations.
- Lesson 6.3: Focus on equal groups.
- Take a day for centers to revisit and explore Lesson 6.2 & 6.3.
- Lesson 6.5: Focus on the use of the number line.
- Lesson 6.6: Make array puzzles. Look at pg. 337 “Extend the Math” and “Advanced Learners”
- Lesson 6.7 & 6.8: Combine these lessons and do over 2 days. Make “Advanced Learners” into a center. Have students pose questions that can be answered by a given array.
- Take a day for centers to revisit and explore Lessons up to 6.8. Have a square number, triangular and oblong numbers center. See link for more details…look in middle of the page.
- Lesson 6.9: Easy pattern to realize, but conceptually difficult to explain. Would do divisors of one on the first day and divisors or zero on the second day.