Ideas for your Classroom

Basic Fact Automaticity

For Basic Fact Automaticity with Addition Facts: Use cubes, number lines, Hundreds Charts, and the rekenrek, etc. 1. Practice counting on ( or !1, !", !#$ a. Use cubes and then a number line to show, say, 8 + 3, starting at 8 and counting on 3 more. he ne!t ste" can be counting on orally. #odel how to say $or thin%& 8, then to briefly "ause, and then say $or thin%& ', (), ((. b. *"in a s"inner with the numbers (, +, 3, and s"in another s"inner with the numbers , -(+ on it. Add by counting on. .r, roll home/made dice where one die has only (0s, +0s, and 30s and the other has , - (+. ". Practice the doubles facts: a. Use fun ways to obtain a number. $*elect a number from a dec% of cards, roll one die with the numbers 1 - ' on it2 s"in a s"inner once, etc.& hen "ractice doubling it. For any they ha3e trouble with, try to relate it to a real/life e!am"le. For e!am"le, , + , 4 (1 can be the 5calendar6 fact $, days in one wee% and (1 days in two wee%s&. ' + ' 4 (8 can be the 5golf6 fact $two '/hole rounds e7uals (8 holes of golf&. .r, ' + ' 4 (8 can be the number of "layers on both teams on the field for baseball. #a%e flash cards for the ones they need e!tra "ractice on. 8et them ta%e the flash cards home. b. A former student made u" a story for her tutee, 59ouble 9an6, about a boy named 9an who li%ed to double numbers. *he made a story for the tutee to fill in the blan%s with the numbers 9an got $and doubled&. 3. Practice doubles plus (and doubles minus). For : + ,, they could build a stic% of : cubes and a stic% of , cubes. ;ut side by side and see as <double : "lus (0. 9o the same on the re%enre%.

1. Find Sums that make Ten. oss () double sided chi"s and write all of the addition $and subtraction, if a""ro"riate& facts that result. =ee" tossing to get new number sentences. #a%e a list of them all. >*tudent Abi "layed a game using a stac% of () unifi! cubes. 5?e each too% turns hiding a number of the cubes below the des%, out of sight of the other "layer. he other "lay would then ha3e to guess how many cubes were hidden by loo%ing at the e!"osed cubes and %nowing that number0s ()/ buddy. @

A. Bere0s another way to find Sums that make Ten. #a%e a large "icture of a two/car locomoti3e. Ci3e the child ten chi"s to re"resent the ten "eo"le on the train. 8et the child find all of the different ways and record each way with a number sentence. For e!am"le, if they "ut 1 "eo"le in the front car and : "eo"le in the bac% car they can write, 1 + : 4 (). here are myriad ways to "ractice this im"ortant decom"osition of numbers. Dou could ma%e a classroom set of laminated "lacemats showing a tree and a nest in the tree. If the 5number for the day was 86, and you wanted them to find all of the Sums that make Eight, the students can act out and record all of the ways to "lace 8 birds. For e!am"le, : birds on the ground and + in the nest gi3es : + + 4 8. .r instead of birds, use actual big walnuts shells and ha3e the "lacemat show a s7uirrel and its nest. #a%e many classroom sets of "lacemats for such number e!"lorationEdecom"ositionFF he 3ariation of "lacemat "ictures is as large as your imaginationF :. ;lay Sums to Ten card game. $GoteH his is a game for %ractice a ter the child %nows the sums to ten. *ee the abo3e games if they need hel".& a%e out the ()0s and all face cards from a dec%. ;lace cards one - thru / nine in a row between the "layers. 9eal out all remaining cards to the "layers. .n each "erson0s turn, they ta%e the to" card from their "ile and "lace it on one of the dis"layed cards so as to ma%e a sum of (). I!. If a "layer turns o3er a 3, they must "lace it on a ,. If a card cannot be "layed, "layer "laces it on the bottom of their "ile and miss their turn. First "layer with all cards gone is the winner. ,. ;lay a 3ariation of the abo3e game, say, Sums to Twenty or Sums to Fifteen. Use the tens cards, Jac% 4 ((, Kueen 4 (+, =ing 4 (3. 8. Chinese Fist #atching - fun and good for %ids that wantEneed to be "hysically acti3eH ;layers mo3e their fists to the beat of one, two, and three. .n the beat of <four0, each "erson dis"lays between ) and A fingers, and one "erson says a number between ) and (). If the sum of the fingers of each "layers hand is the number called out, that "erson wins $or gets a chi", etc.&. Le"eat with the other "erson getting the chance to call out the sum. '. Use a small set of flash cards to "ractice only one or two basic fact strategies at a time, after they03e wor%ed with the strategy$s&. (). ;ractice CompensationH Use the re%enre% or the unifi! cubes to hel" %ids see that ' + , can be done by () + :. $Be sure to first chec% that they understand () + : 4 (: and () + , 4 (, 7uic%ly and efficiently. ((. ;lay the Addition Game. #a%e a A by A or a : by : grid of numbers where e3ery sum of numbers using any combination of the addends ( through ' is re"resented. First "layer "laces two "a"er cli"s on any two numbers of their choice, ( - '. hat "layer "laces her chi" on the sum on the game board. Ge!t "layer gets to mo3e only one "a"er cli". First "layer with four of their chi"s in a row is the winner. his is a 3ariation of the ;roduct Came.

(+. ;lay 599 Or Bust card game. *huffle. ;lace dec% face down. 9ecide who goes first. ;layer draws to" card, turns face u", lays it down, and states the 3alue. Ge!t "layer draws the ne!t card, "uts it face u" on the "re3ious card and adds the card0s 3alue to the last 3alue. =ee" a running total. 9o mentally, if able, or %ee" trac% on "a"er $a good way to generate lots of addition "roblems&. he first "erson to e!actly reach '' wins. GoteH Gear the end of the game, if a "layer cannot ma%e '', they %ee" their card and lose a turn. .n their ne!t turn, they can lay down their card $if it ma%es ''& or draw a new card. (3. ;lay 599 of Bust card game with ariation. 8et LI9 '0s and LI9 ()0s mean *UB LAC ' and (). (1. Iach "erson writes down the numbers ( through ' in a row $or ty"e the numbers out, large and bold, on your word "rocessor&. Iach "erson needs ' unifi! cubes. ;lace a unifi! cube ne!t to each number. First "layer rolls two dice. Be may remo3e the unifi! cube that is the sum of the numbers rolled, .L, he may remo3e any two unifi! cubes whose sum is the same. For e!am"le, if on your first turn you roll a 3 and : you may remo3e the cube on ' .L you may remo3e the cubes on 3 and the : .L you may remo3e the cubes on + and , .L the cubes on ( and 8, etc. he first "erson to remo3e all nine of their cubes is the winner. (A. ;lay Go Fish. #a%e u" inde! cards $colored ones are nice& that each ha3e an addition fact $without the answer& on them. #a%e sure there are "airs of cards that ha3e the same sum. 9eal out the fi3e cards to each "layer. he rest go in the <"ond0, face down. If a "layer has any "air with the same sum, they may discard their "air, after e!"laining why and on their turn. Be sure the child is using an efficient strategy, and not merely relying on counting. If a "layer has, say 3 + +, on their turn they may say, 59o you ha3e AM6. If the other "layer has a card whose sum is <A0, they hand it o3er. If not they say, 5Co Fish6 and the "layer gets to "ic% one card from the "ond. AdNust the rules as you would li%e. (:. Use Dominoes. 9i3ide u" the dominoes. ;layer O( lays down a domino. ;layer O+ lays down their domino ne!t to the first and can %ee" it there if they can correctly write the corres"onding number sentence AG9 com"ute the sum using an IFFICIIG * LA ICD. I!am"leH ;layer O+ lays down the "art of their domino with A dots ne!t to the "art of the "re3ious domino that has : dots. ;layer O+ writes, 5A + : 4 (( because A + A 4 () and one more ma%es ((6. AdNust the rules as you need.

For &ubtraction basic act automaticity:

(,. ;ractice counting !ack $when the subtrahend is (, +, or 32 e!. ' - 3 as <', "ause, 8, ,, :0& or counting u" $when the minuend and subtrahend are close together2 e!. ' - , as ,, "ause, 8, ' $since we counted u" two numbers, the difference is +& to find differences. *how why these strategies wor% by using a number line with the child$ren&.

(8. #a%e a flash card collection, or hel" the child to ma%e, for counting !ack facts. ;ractice them. #a%e a flash card collection for counting u" subtraction facts. ;ractice them. ('. 'rite the corres%ondin( acts in a amily to hel% the child obtain subtraction acts rom kno)n addition acts. I!am"leH #a%e a card with , + 8 on the front. .n the bac% include 8 + ,, (A - ,, (A - 8 so that the child can "ractice the great and useful connection between addition and subtraction. +). 9. G. ;8AD BI CA#I BI8.? UG8I** BI CBI89 *B.?* *.#I *UB LAC I.G * LA ICII*F +(. #a%e u" a Su!traction Game and "lay it with the two "a"er cli"s. Be sure that you ha3e e*ery %ossible di erence of any two numbers, larger minus smaller, on your game board. $*ee O(( abo3e for details.& ++. ;lay S"in to #ake $%. a%e turns s"inning the s"inner. If you land on 3, you get , unifi! cubes. $*ince , more than 3 ma%es ().& A student from ?0)8 suggests that after each turn, "ractice writing all of the number models in the family of factsH 3 + , 4 (), ,+ 3 4 (), () - 3 4 ,, and () - , 4 3. If desired, decide on how to ha3e a winner $such as, the first "erson to collect A) cubes, or, the "erson who has the most cubes after () s"ins each, etc.& +3. ;lay S"in to #ake $%%. #a%e a s"inner by di3iding a circle into (: e7ual "arts. 8abel the "arts, 8A, (, 18, AA, (A, ,), +', '', 3', +A, :A, 88, +), (), 3A, and A(. he number of "oints earned on each s"in is the difference between the number and ()). For e!am"le, if Alisa lands on :A, her "oints earned e7ual 3A for that round. After A rounds, "layers add their "oints. he highest, or lowest, total wins. o "ractice any o%eration or math conce%t: +1. ;lay &um!er Sense Bingo. I3eryone ma%es their own "ersonaliPed game board. #a%e a 3 by 3 grid $li%e tic/tac/toe&. he way we "layed the game, the child "laces any ' of the (3 numbers ) through (+ to ma%e their board. #a%e a clue for each of the (3 numbers and randomly read the clues. #a%e clues for what the child needs to wor% on ma%ing it a""ro"riately challenging. he first "erson to get a row across, 3ertically, or diagonally, is the winner. Better yet, if time, "lay 5full card6 for a winner. Ashley ?0)8 "layed her own 3ersion by as%ing the student to ma%e a bingo board using any ' or the (3 numbers from 31 to 1:.

Place +alue and Fluency )ith addin( 1, and )ith subtractin( 1,

(. Ba3e them count any number of ob-ects $bring in cubes, beans, "ennies, etc.&, "lacing them into (rou%s o ten, and record the numeral. Bel" them ma%e the crucial connection between, say 3:, as 3 grou"s of () and : more. 9o as many e!am"les as

needed. hey can ma%e "iles of ten or they can "ut grou"s of ten into baggies or small "a"er cu"s. +. Use the rekenrek: Count by tens starting with decade and non/decade numbers. *ee 3, as 3 tens + ,, as + tens + (,, as () + +,, as 3) + ,, etc. 3. ?or% with the Hundreds Chart. First, see if they03e seen one before. As% what they %now about it $see what they say, what "atterns they notice&. After that, ma%e u" a story, 5Jasmine has (1 beanie babies.6 8et child "ut a chi" on (1. Continue storyH 5Jasmine0s grannie brings her () more mini beanies. Bow many does Jasmine ha3e nowM6 8et the child figure this out their own way but encourage use of the chart. 8et them "ut another chi" on +1. Continue the story, 5For a good re"ort card her big brother buys her ten more beanies.6 8et child figure this out on their own. ;ut a chi" on 31. =ee" going until BID see the "attern and they no longer need to add ten by counting indi3idually. ry a new story scenario and see if they can %ee" adding ten without the chart $do this when they0re ready.& 1. 'o er()". Use a ( - ()) or a ()( - +)) chart. ;ut a grou" of "ennies or any non/ see/through mar%ers on numbers or clusters of numbers and ha3e students name the number before ta%ing off the mar%er that co3ers the number. ChallengeH 9o the same, but on a chart that has only a few cells names with numbers. A. #a%e a boo%let for "racticing naming, writing, and building numbers. Use as many columns as a""ro"riate for the children. I!am"leH housands Bundreds ens .nes .n to" of each of the four columns sta"le a "ile of () s7uares with the se7uence ( through ' and one blan% co3er s7uare. 8et the child %ee" the boo%let. $In a full class, each child can hel" ma%e their own.& I!am"le of how to use the boo%letH Dou say,5*how me one hundred thirty6. he child fli"s u" the ( in the hundred0s column and the 3 in the ten0s column and shows you. .m%ortant: Be also builds the number with the base ten materials. 8et the child then gi3e you a number for you to model the same ste"s. :. ;lay *ace to $%%. Dou0ll need two dice $or more for older %ids& and base ten materials. If %ids are unfamiliar with the base ten materials, gi3e them time to chec% them outFF oss the dice, add the numbers. a%e this many units $or units and longs if (( or (+&. he first "erson to build a whole flat $())F& wins. his can be "layed without writing each new addition situation down with "a"er and "encil. he %ids get "ractice on trading in ten ones for one ten. Iach new turn can be recorded and sol3ed on "a"er for the "a"erE"encil "ractice with regrou"ing $trading in at the ban%&. $noteH 9oing the addition on "a"er might not be necessary for e3ery turn but it would be good algorithm "ractice on some.& If the game is "layed without "a"er and "encil for the addition algorithm "ractice, be sure to sto" from time to time and state the total so far. $I!am"leH If the child has 1 tens stic%s and : units, they can find their total of 1:.& a%e your time with this game. If they ha3e 1: and roll a sum of ', sto" them and see if their can find the total before they reach for ' units and do any trading in. A lot of math can be "racticed with this game. ?ith older %ids or %ids who need A

a challenge, "lay with more dice .L ha3e one die be the number of tens and one be the number of ones and "lay *ace to $%%%. ,. *ace to $%% with Ta+ Time. *ame as abo3e e!ce"t e3ery "erson0s 3rd roll is ta! timeF - and thus, the amount must be subtracted. his is a great way to generate subtraction "roblems that can be sol3ed using "a"er and "encil and regrou"ing for "ractice. For e!am"le, if the child has 1( $1 longs and ( unit& and rolls a sum of (+, they must trade one long in for ten ones. Gow they ha3e 3 longs and (( units. hey can ta%e + from (( and then one long away. *how them that this is e!actly what regrou"ing with "a"er and "encil doesFFFFFFFFFFFF 8. $%% or Bust. GeedH a die, base ten materials, "a"er, "encil. Iach game consists of e!actly , rolls of a die for each "layer or each team of "layers. For each roll, decide whether you want the number to re"resent that many ones or that many tens. ?rite the number down in the "ro"er column /ens | 0nes, and also ta%e that many units or longs. .bNect of gameH Cet as close to ()) as "ossible. #a%e u" your own rules regarding such things asH Can one go o3er ())M ;erha"s the score for one round could be how many away from ()) the total is. #any e!tensions of this game can be "layed in a full class. *tudents can write their /ens | 0nes charts on the board and classmates can find the total. .nce a game is com"leted, students can ta%e the same , numbers and rearrange them to try to get e3en closer to ()). I3ery new roll gi3es a new addition "roblem that could be written down to "ractice the addition algorithm. '. *ace to %. I3eryone starts with a ()) flat and for e3ery roll of the dice, the sum needs to be subtracted. First "erson to get rid of all of their base ten "ieces is the winner. Another great game to "ractice subtraction, with regrou"ing $borrowing&. GoteH with older %ids you can start with a huge ())) bloc% and roll dice or draw cards to generate larger subtrahends. (). *ace to ,$.%%H need a baggie with +) dimes, 3) "ennies, two dollars, + dice. game is li%e *ace to $%%, e!ce"t for the use of money. his

((. 'a"ture -. Lules handed out. *tudents need some comfort with the Bundred0s Chart. Lyan ?0)8 "layed a 3ariation. Instead of using cards with the +E/ single digits and +E/ multi"les of ten, he used cards with numbers such as +', +(', /++, ++, to mo3e the mar%er around the Bundred0s Chart. (+. $%$ to .%% Bingo. Lules handed out. (3. '/ose to $%%. Came will be "layed in class. *ee Blac%board for all materials needed. (1. '/ose to $%%%. Lules gi3en. (A. ;lay Gold Mine $from a CQ*U student&H Iach "layer "laces their mar%er on the number 1( or 1+ on a Bundred0s Chart. Dellow $color not im"ortant& bingo chi"s on "laced on 3arious numbers on the Bundred0s Chart. hese are the gold "ieces. :

;layers ta%e turns s"inning a s"inner that only has a ', (), ((. If "layer O( is on 1( and s"ins an ((, the "layer gets to mo3e (( s"aces. he strategy desired is for the student to add (( by first adding () $mo3ing one s"ace down& and then ( more. A "layer may also wish to subtract (( instead of adding. Any time a "layer lands on a gold "iece they get to claim it. AdNust the rules to your li%ing. his game is great to "lay, but only if the child can already add () to or subtract () from any number. (:. ;lay From Here to There. Iach "layer ma%es their own "athway gameboard with : sections $li%e a sidewal% with si! s7uares&. ;layer O( rolls two dice. 8et0s say she rolls a A and a 1. *he can decide to choose either 1A or A1. *he must write the number on one of the : blan% sidewal% sections. ;layer O+ ta%es his turn. ;layers rotate turns. he first "erson to ha3e their sidewal% sections filled in correctly, ha3ing all : numbers in increasing order, is the winner. he lowest number "ossible is (( and the highest is ::. If three dice are used, the game board can be made longer and 3/digit numbers created. (,. ;lay a more challenging 3ersion of From Here to There using 3 dice. If, for e!am"le, 8a=eith rolls a A, (, and :, he can ma%e (A:, (:A, A(:, A:(, :(A, or :A(. ;layers rotate turns. he first "erson to ha3e their sidewal% sections filled in correctly, ha3ing all : numbers in increasing order, is the winner. (8. ;lay Near Miss. Use one die and a game board for each "layer. Any "layer can roll the die for each of the ele3en turns of a game. All "layers decide where on their game board to write the number rolled. he goal is to ma%e a number as close as "ossible to the goal numbers. here are si! goal numbers, as shown on the game board. After a number is written, it cannot be changed. ;layers may want to %ee" their game board hidden from the other "layers. After all ele3en digits ha3e been filled in, "layers fill in the 5miss by6 column. For e!am"le, if a 1+ is recorded for the goal of A), the 5miss by6 3alue is 8. If ,A is recorded for the goal of A), the 5miss by6 3alue is +A. he "layer with the smallest . A8 #I** sum is the winner. $GoteH wo numbers are single digit, three are +/digit and the last number on the game board is a 3/digit number.& Came boardH BUG9LI9* IG* RRRRR RRRRR RRRRR RRRRR .GI* RRRRR RRRRR RRRRR RRRRR RRRRR RRRRR C.A8 A () +) A) ()) ()) #I** BD RRRRRRRRRR RRRRRRRRRR RRRRRRRRRR RRRRRRRRRR RRRRRRRRRR RRRRRRRRRR

RRRRR

Pa%er1Pencil Addition and &ubtraction Al(orithms ()ith re(rou%in($

Consider one of the assessment 7uestionsH

13 /+:
,

here is a 5%nowledge "ac%age6 that a child needs to ha3e in order to be successful with multi/ digit subtraction. *ince : is larger than 3, the child needs to regrou" $a3oiding the term 5borrowing6 hel"s a3oid the confusion of e3eryday language that im"lies when one borrows, they0re going to "ay bac%F& (. he child needs to understand that the 1 re"resents 1). hus, "lace 3alue understanding needs to "recede multi/digit subtraction. +. he child needs to be able to decom"ose 1) into 3) + () and 13 into 3) + (3. #ost %ids can count forward (), +), 3), 1), A)S But we would want to ma%e sure they can also count bac%H '), 8), ,), SFlash cards with 3) - (), A) - (), ') - () could be used. *o could mo3ing one arrow u" on the hundred0s board. Using stic%s of unifi! cubes and base ten bloc%s and the re%enre% are recommended until no longer needed. ;ractice decom"osing A: into 1) + (:, ,+ into :) + (+, 1( into 3) + ((, etc. 3. *ince the () from the decom"osed 1) will be added to the 3 to ma%e (3, a child needs to understand that () + 3 4 (3, : + () 4 (:, () + ' 4 (', etc. 9on0t assume they %now this. Flash cards and down arrow mo3ement on a hundred0s board can hel", along with using cubes and base ten bloc%s. 1. Ge!t comes a basic subtraction fact2 in this case, (3 - :. Consider which facts these will be. he minuends will always range from () to +) and the subtrahends from ( to '. hese s"ecial subtraction facts need s"ecial attention. Flash cards alon( )ith strate(ies can hel". From Jac7ueH Sho""ing GameH Jac7ue brought in "icturesE"rices of s"orts e7ui"ment and memorabilia $her tutee was interested in s"orts&. hey "ic%ed two items and subtracted their "rices to see how much they differed in "rice. GoteH he following ideas should not be used with your tutee this semester unless they had a lot of strength on the assessment. From ColleenH ?hen LJ was wor%ing with base ten bloc%s she was able to illustrate the regrou"ing that occurs in multi/digit addition and subtraction. *he was able to "hysically regrou" the base ten bloc%s. I thin% that this "hysical mani"ulation really hel"ed LJ in her understanding of the conce"ts of multi/digit addition and subtraction, as well as "lace 3alue. From CaseyH ;lay Go/d #ine. Iach "layer has a non/yellow chi" as their mar%er which they "lace anywhere on a Bundred0s chart. Landomly "lace () yellow chi"s on the Bundred0s Chart. a%e turns and create subtraction "roblems in order to land on and collect the gold. ?rite each sentence on "a"er. For e!am"le, if your mar%er is on (+ and a gold "iece is on 31, write (+ + ++ 4 312 from (+ mo3e down $+()&, mo3e down again $+()& and mo3e + right $++&

/he 2ulti%lication Conce%t.

(.

#a%e a game boo%let and "lay 'irc/es and Stars. Lemember to chec% whether they can easily draw stars. .therwise, "lay Circles and 9ots $Bas%ets and Iggs2 ;aws and Claws,etc.&. he first roll of the die $for each "layer& is that "layer0s number of circles to draw. he second roll of the die $for each "layer& is that "layer0s number of stars to draw in each circle. 8et them count the total number of stars. If a "layer0s two rolls are 3 and A they draw 3 circles with A stars in each. At the bottom of the game "age they write, 53 grou"s of A stars 4 (A stars6 and then 53 ! A 4 (A6. Be sure to write all of the multi"lication facts that come u" and encourage the child to %ee" the list. 8et the child$ren& loo% for "atterns in the list. .ne former student had "re/made circles cut out of construction "a"er and they used bingo chi"s for the stars.

GoteH A CQ*U student suggests gi3ing the child + or 3 e!tra boo%lets to do Circles T *tars at home. =aryn "layed Circles T *tars but called it Shamrocks and 0otsSshe wrote, 5As we wor%ed with the shamroc%s and dots, I could really see <the light bulb go on0 when she understood how to write the multi"lication sentences out.6 Ashley began with a sim"lified 3ersion of Circles T *tars by using a coin and one die $rather than two dice&. he coin gi3es one factorH Beads 4 +, ails 4 A, for e!am"le. he die gi3es the other factor. hus, the student is limited to only + or A circles. $use the two numbers you feel best to focus on for factors&. +. #a%e u" fun and interesting multi"lication stories. Act it out with the cubes. Lecord the number sentence. Ba3e the child ma%e u" stories when they say they0re ready to. a%e turns.

3. For each factor, ma%e u" a table. Bere0s what I meanH o "ractice the 5+ ! RR6 facts, ma%e a tableH Gumber of "eo"le Gumber of eyes ( + (!+4+ + 1 +!+41 3 : 3!+4: etc. etc. etc.

&trate(ies or 3uick 4ecall o 2ulti%lication Facts (use only a ter a thorou(h understandin( o the multi%lication conce%t throu(h stories and actin( out$. a. #ulti"lying by +H hese are Nust the double facts. b. #ulti"lying by AH .ne could s%i" count, A, (), (A, +), etc. if needed. c. #ulti"lying by ()H Use a calculator to hel" %ids disco3er how easy this isF '

d. #ulti"lying by 1H *ince 1 4 + ! +, one can double and then double again. For e!am"le, 8 ! 1 can be done by 8 ! + 4 (:, (: + (: more 4 3+. hus, 8 ! 1 4 3+ e. #ulti"lying by 8H *ince 8 4 + ! + ! +, one can, double - double - double. For e!am"le, 8 ! , can be done as (1, +8, A:. hus, 8 ! , 4 A: f. For multi"lying by 3, :, ,, or ', $also 1 and 8& one can use this idea of using a %nown fact to find an un%nown one $many students re"ort they do this&. For e!am"le, to find : grou"s of , $: ! ,& we could Nust find 3 grou"s of , 4 +( and then the other 3 grou"s will also 4 +(, etc. 1. From Gic%iH ;lay Base!a// #u/ti"/ication. Loll + dice, ma%e u" a story, act out with cubes, then, based on the "roduct $ha3e a 5%ey6&, mo3e ( base, + bases, 3 bases, home run, or an out. If one can0t remember what 3 ! , is, they can find + ! , and then add ,. For ' ! 3, find instead, + grou"s of ' and then add '. Another e!am"leH If one can0t remember : ! 8 $: grou"s of 8&, they could mentally thin% $A grou"s of 8 and 8 more& A ! 8 4 1) and 1) + 8 4 18. .ne last e!am"leH For , ! ,, thin% <se3en grou"s of se3en0 is the same as <A grou"s of , $3A&0 "lus <+ grou"s of , $(1&02 hus , ! , 4 3A + (1 4 1'. A. Jillian used the boo%, Amanda Bean1s Ama2ing 0ream, to ha3e the child model the multi"lication situations with cubes. Another of Jillian0s ideas was to ma%e butterfly bodies and se"arate wings. he child drew + wings $each wing had a single digit number&, and used the numbers to ma%e a multi"lication story to act out. hen the child wrote the "roduct on a butterfly body and then glued the butterfly together. A third idea was to use ' se"arate Bundred0s ChartsH For e!am"le, one chart was used to find and color in all of the "roducts for 1 ! (, 1 ! +, 1 ! 3, S.1 ! ', 1 ! (). #a%e the acti3ity fun by ha3ing a corres"onding story. For e!am"le, for 5..! 16 1 ! + could be the number of lets on + dogs, 1 ! 1 the number of legs on 1 dogs, etc. =aty wrote, 5*chuyler was able to tell me a few different "atterns that he noticed with multi"lication. Be said one times any number e7uals that number, two times a number is that number doubled, and if the two numbers are fli""ed, the "roduct is still the same.6 IliPabeth began wor% with multi"lication by reading the boo% Best of Times. 8isa H Came idea for "racticing multi"lying by +H Loll a die, multi"ly by + and mo3e the "roduct amount, starting at ) on a Bundred0s Chart. he first to reach ()) is the winner. Another ideaH After finding "roducts of single digit numbers, ta%e turns mo3ing that many s"aces on a Bundred0s chart. ry to get to ()). I!am"leH *"in or select cards to get two numbers, say 3 and 1. #a%e u" a story, act it out, and then "lace a bingo chi" or mar%er on (+. For turn O+, say that a + and A are selected. *ince the "roduct is (), we mo3e (+ + () and now our mar%er is on ++. A. ;lay Fill the Sleds. Geed a bo! of crayons, + dice, and one grid sheet of ( centimeter s7uares for each "layer. ;layer A rolls the two dice and colors in a rectangular 5sled6 on their grid "a"er whose dimensions are the numbers rolled. For e!am"le, if the dice land ()

on 3 and 1, the "layer draws a 3 by 1 or a 1 by 3 rectangular sled on their grid "a"er. After the "layer finds out how many %ids could fill their sled $( s7uare "er %id&, they write 53 ! 1 4 (+6 $or 51 ! 3 4 (+6& on the sled. ;lay continues until each "layer cannot fit a rectangle on hisEher grid. he "layer who colors in the most s7uares on his grid sheet wins.

:. ;lay the roduct Game !unior $a sim"ler 3ersion of the one "layed in class&. +8 +) 3+ 8 (1 +) 1) + (A 1) +A 1A ' () +, 3 3: :) A) ') ,) (+ +( ()) +1 1 3) (+ A 1 : 8) (: +1 3A (8 First factor choicesH (, +, 3, 1, A, :, ,,8,' , () *econd factor choicesH +, 3, 1, A, () he first "layer selects a number from each row $"lace a "a"er cli" on each number used&, multi"lies them, and "laces a bingo chi" on the "roduct. For each subse7uent "lay, "layer can mo3e only one of the "a"er cli"s. he first "layer to get three bingo chi"s in a row is the winner. ,. ;lay "ace to #$ using toy money from a dollar store. $one UA bill, eight U( bills, four A) cent "ieces, si! 7uarters, si! dimes, four nic%els, and twenty "ennies&. ;layer A rolls two dice, multi"lies the numbers, and ta%es the 3alue of the "roduct in money. rade for larger 3alue coins and bills whene3er "ossible. he first "layer to reach UA wins. 8. For children in grades 3 or 1, "lay %ig Number %ingo. #aterials needed are + colors of bingo chi"s and + "a"er cli"s. ;layer A uses the "a"er cli"s to select any two numbers, multi"lies them, and "laces one of their bingo chi"s on the "roduct. .n all remaining turns, the "layer can mo3e only one "a"er cli". he first "layer to get three of their bingo chi"s in a row is the winner $horiPontally, 3ertically, or obli7uely&. #i! u" the following numbers and write them in a big o3al. choose fromH + through ', ()), +)), SS.., ')) Came boardH A1)) 8)) 3:)) (:)) 1)) +1)) (1)) (+)) A:)) (+)) 3A)) :3)) (+)) ,)) (8)) A)) ')) +()) 1+)) +,)) 1+)) +1)) 18)) +))) (8)) :)) 3+)) 1))) 1A)) A1)) 1')) +8)) +()) A:)) (:)) (( 3))) :1)) (A)) ')) +A)) 8()) (8)) 1A)) :)) 3)) (A)) (1)) (8)) +1)) ())) 1)) 18)) 8)) ,+)) +,)) 3:)) hese are the factors to

3:))

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5i*ision Conce%t. (. he way to begin is using obNects and stories. 5Jordan0s family raises "riPe hogs. hey ha3e (, hogs.6 $Ge!t you could roll a die to get a di3isor2 say you roll a 1&. Continue with the story, 5Four hogs get a bubble bath at a time.6 Act it out. 9ecide what to do with the disco3ered remainder of ( "ig $It gets to go slee" in the mud&. *how how to write the story as 5(, 1 4 1 $baths& remainder ( $"ig&6. 9o lots of these. It won0t ta%e many %ids long to be ma%ing their own stories and writing their own number sentencesF ;lay 0i ide and )se the *emainder game. #a%e a : by : game board with numbers, 8 through 3), or so, randomly "laced. Ba3e the number in the lower right corner be where e3eryone starts. ;layers mo3e along the board in a s"iral that ends u" with the winner being the first "erson to reach home in the center of the board. *u""ose your "laying "iece is on ++ and you roll a 3 on the die. #a%e u" a story, as 5Lhonda has ++ Barbies and she "uts 3 in each bed at nighttime. Bow many beds will she needM6 Ba3e the child act this out with the cubes. he child disco3ers , grou"s are formed and one Barbie is left o3er. *how them how to write the corres"onding number sentence on "a"erH ++ 3 4 , remainder (. As soon as they are ready to ma%e u" the stories and write the number sentences, ha3e them do soFF *ince the remainder was (, and the game is called 59i3ide and use the remainder6, the "layer gets to mo3e ( s"ace on the game board. For older kids, the cubes and stories are unnecessary, and the game is good for mental di*ision "ractice.

+.

3. Ba3e children "ractice a FA2.67 0F FAC/& through stories. Ba3e the first story be, for e!am"le, a 3 ! A story where 3 is the multi"lier. hen, ma%e u" a new story for A ! 3 with A as the multi"lier. hen as% a di3ision story for (A V 3, and lastly (A V A. It will be wonderful if the child sees the relationshi" between all four number sentences. Be sure they write down their numbers sentences and the answers, after they act out your stories, on an inde! card to ta%e home. 1. ;lay 3ee" the 4efto ers. Lules will be gi3en or game "layed in class.

Bannah ?0)8 wrote, 5After di3iding u" the "a"er coo%iesSSwe discussed where di3ision might also be found and she was able to come u" with other ideas, such as sharing "encils among friends.6 IliPabeth began di3ision wor% with the boo%, 5ow 5ungry Are 6ou7

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