Structured Curriculum Lesson Plan Day: 033 Subject: Mathematics Grade Level

STRUCTURED CURRICULUM LESSON PLAN
Day: 033 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 6C2
ITBS/TAP: ISAT:
Solve single step problems using multiplication
or division with whole numbers
Unit Focus/Foci
Multiplication and Division
Instructional Focus/Foci
Using the numbers 0, 1, 2, and 10 to multiply

Learning the multiplication facts
Materials
Six-Group Activity: Division (Solve with multiplication)

Pencil
Paper
Math journals
Educational Strategies/Instructional Procedures
Warm-up Activity:
Write the following number sequence on the chalkboard. 1) 575, 875; 1175; 1475, and 1775
2) 34, 51, 68, 85, and 102. Have students give the next three numbers in each sequence. (In the
first sequence, add 300. In the second sequence, add 17.)
Lesson:
Say: If Christmas is exactly six weeks away from today’s date, how do we know how many days
that is exactly?
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We can do this by looking at a calendar and counting the days. Or we can add 7 + 7 + 7 + 7 +
7 + 7, which is 6 times 7. (7 + 7 + 7 + 7 + 7 + 7 = 42)
However, a quicker way to do this would be to multiply 6 x 7. 6 x 7 = ? (42)
Have the students solve the following problems.
1. How many days are there in 4 weeks? 4 x 7 = (28)

Vocabulary
1. Multiplicand: a number that is multiplied by another number

2. Multiplier: the number that the multiplicand is multiplied by
3. Product: the result of multiplying two numbers together
5 Multiplicand 3 x 5 = 15 Product
x 3 Multiplier Multiplicand
15 Product Multiplier
4. Area: the number of square units inside a figure
4 cm
2 cm The area of the rectangle is 8 square centimeters. Area = 2 x 4 square
centimeters. Area = 4 x 2
square centimeters.
To find the area: multiply the length by the width.
5. Commutative principle: the order in which two numbers are multiplied makes no
difference to the answer. Example: (3 x 5 = 15) (5 x 3 = 15)
Students will solve the add problems from their text. The teacher should collect these papers and
check to make sure the students understand what they are doing.
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Ten Statements
Review the ten statements and have the students write yes if they heard it in today’s lesson and
no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.
1) Multiplying a number by two is the same as doubling the number. (yes)

2) When you multiply one number by another, the answer is the product. (yes)
3) Area is the number of square units inside a figure. (yes)
4) To multiply by 10, put a zero to the right of the number. (yes)
5) “Money Matters” focuses on counting, adding, and subtracting money by using examples of
raising money, shopping and combining bills of varying worths. (no)
6) Multiplying a number by one does not change the number. 1 x 8 = 8 (yes)
7) The goal of all work with multiplication is speedy recall. (yes)
8) You can use the United States money system to understand fractions. (no)
9) Making inferences provides practice in approximating sums and differences. (no)
10) Multiplying a number by zero gives a zero answer. (yes)
Free-Choice Lesson
Have the students choose a lesson from the Free Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of six students, two from each ability level, complete the teacher-directed activity
sheet: Division (solving with multiplication).
Math Workshop
Have the students work in the Math Workshop after completing their Free Choice Lesson.
Integration with Core Subject(s)
LA: Understanding explicit, factual information

Understanding the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
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SS: Read and interpret maps, charts, tables, graphs, and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Division (Solve with multiplication).
Technology:
Assessment
Assess each student’s class participation, and communication of strategies used to multiply by 0,
1, 2, and 10. Assess each student’s ability to correctly answer 75% of computation problems.
Homework
Write these problems on the chalkboard. Have students copy the problems to take home for
homework.
1. 1 × 9= 2. 6 × 9=
3. 9 × 9= 4. 4 × 4=
5. 6 × 4= 6. 8 × 4=
7. 7 × 9= 8. 9 × 2=
9. 5 × 5= 10. 2 × 5=
11. 3 × 7= 12. 5 × 7=
Explain in writing how to use addition and division to solve these problems.
13. 4 × 9=
14. 5 × 6=
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Teacher Notes
Answers for Homework:

1. 9 2. 54
3. 81 4. 16
5. 24 6. 32
7. 63 8. 18
9. 25 10. 10
11. 21 12. 35
13. (Answers may vary). Students can add four sets of 9s together (9+9+9+9=36) or nine sets of
×9 ×4
four (4+4+4+4+4+4+4+4+4=36); To get the answer using division: 4 36 or 9 36 .

36 36
0 0
14. (Answers may vary). The solution to 5 × 6 using addition can be 5+5+5+5+5+5+=30 or
6 5
6+6+6+6+6=30; To get the answer using division, 5 30 or 6 30 .
30 30
0 0
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Six-Group Activity
Division (Solving with multiplication)
Materials:
15 index cards (5” x 7”)
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
Prepare the following index cards using the black marker to write the problems on the front of
the cards. Use the pencil to write the answers on the back of the cards.
2 18 7 28 8 24 6 24 5 45
8 56 9 72 3 21 8 40 2 12
7 63 9 45 8 32 2 10 6 42
Answers:
9 4 3 4 9
2 18 7 28 8 24 6 24 5 45
18 28 24 24 45
7 8 7 5 6
8 56 9 72 3 21 8 40 2 12
56 72 21 40 12
9 5 4 5 7
7 63 9 45 8 32 2 10 6 42
63 45 32 10 42
Copy the study board and use it to reteach the lesson.
Division (Solving with Multiplication)
Say: Multiplication can be used to solve division problems. The division problem 36 ÷ 6 can be
solved by using 6 times the number that equals 36. (6) 36 ÷ 6 = 6, 6 × 6 = 36
Look at the division problem 7 56 . Say: Think of what number times the divisor 7 equals 56.
8
7 × 8 = 56 7 56
56
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36
Look at the improper fraction . Think: What number times 9 equals 36. 9 × 4 = 36.
9
36
= 4
9 ×?
Review the study board with the students and use the sample problems to ask questions.
8 72 9 63 7 35 6 42
Ask the question: What times the divisor equals the dividend? Ask this for all the problems. Let
the students know that this will play a part in solving problems with larger divisors and
dividends.
Tell the students that they will write the answers to some division problems. Display a card on
the table and give the students five seconds to write the answer to the problem. Do this with the
rest of the cards. As the answer is revealed, say: The answer is… Store the index cards and
study board in the 9 ½” x 6 ½”envelope.
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Correlations (SG,CAS,CFS): 6C2; 8D2; 9A1,5; 9D1,2
ITBS/TAP: ISAT:
Solve single-step problems using
multiplication or division with whole
numbers
Unit Focus/Foci
Continuing practice with multiplication facts 0, 1, 2, and 10
Materials
Six-Group Activity: Division (Different ways to write problems)

Game mats
Paper
Pencil
Math journals
Game markers (different colors)
Multiplication cards
Constructing paper or heavy stock paper
Warm-up Activity:
Write the following on the chalkboard. Have students solve each problem.
1. 5 x 7 x 10 x 4 x 1 x 2 x 0
2. 3 x 4 x 2 x 7 x 1 x 0
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Ask students for the answer to each problem. Say: The answer to both problems is 0 because
any number multiplied by 0 equals 0.
Ask students to volunteer answers to the following multiplication problems:
2 x 1 = (2) 0 x 1 = (0) 2 x 9 = (18) 5 x 1 = (5) 10 x 9 = (90)

2 x 5 = (10) 1 x 5 = (5) 2 x 5 = (10) 0 x 9 = (0) 5 x 10 = (50)
10 x 1 = (10) 10 x 2 = (20) 0 x 5 = (0) 1 x 10 = (10) 5 x 9 = (45)
Remind students that any number times 0 is always 0.
Lesson:
Write this problem on the chalkboard: Find a pair of numbers whose product is twice their sum.
(There is more than one answer: 3 × 6=18 and 3+6=9; 4 × 4=16 and 4+4=8).
Do a mental math activity with the students. Say each problem and have students give the
answer orally.
1. 2× 1=(2) 2. 0× 1=(0) 3. 2× 9=(18)

4. 5× 1=(5) 5. 10× 9=(90) 6. 2× 5=(10)
7. 1× 5=(5) 8. 9× 2=(18) 9. 10× 5=(50)
10. 0× 9=(0) 11. 5× 2=(10) 12. 9× 5=(45)
13. 0× 2=(0) 14. 5× 10=(50) 15. 10× 1=(10)
16. 10× 2=(20) 17. 9× 10=(90) 18. 5× 9=(45)
Remind students that speedy recall is the basis of learning the multiplication facts.
Have the students divide into groups of four. Give each group four game markers (four different
colors), a game board, and a set of multiplication cards.
To prepare for this activity, copy enough game boards to cover the amount of groups in your
room. There are 22 game cards per set. Copy enough sets to match the amount of groups you
have. Use whatever you have in four different colors per group so that every student has a
different color marker in each group. Do this for every group.
Read the rules of the game to all the students.
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Say:
1. This is a multiplication game to help you learn your facts.

2. Each group has a game board and a marker. Each player places a marker at START.
3. Place the multiplication cards, questions side-up, in the question box on the gameboard.
4. Decide who will go first.
5. Players take turns. When it’s your turn, do these things. First, read the top card without
picking the card up. Read all the answer choices. Second, announce your answer by saying,
for example, “I choose D.” Third, turn the card over and place it in the finished cards so the
correct answer shows.
6. If you answer correctly, move your token ahead the number of spaces shown on the back of
the card. If you answer the question wrong, you do not move your marker. Instead, you
place the card face up in the middle of the capital letters, bold deck.
7. Players alternate this way until one reaches FINISH.
Walk around the room to monitor each group to see how the game is going or if they need
questions answered about the game.
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GAME BOARD
Lose a turn
If you stop here, Lose a turn

move up to
Extra turn
This space
Extra turn
START FINISH
Place card pack here. Read and answer, then put
QUESTIONS USED CARDS
answer side down. cards here, answer side up.
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GAME CARDS
Todd has 25 pictures to put into a photo Which Roman numeral represents the
album. He will put 5 pictures on each page. number 18?
Which of these tells how to find out how
many pages he will fill? A. XIX
B. XVIII
A. Subtract 5 from 25 C. VIII
B. Divide 25 by 5 D. XIV
C. Multiply 25 by 5
D. Add 25 to 5
Which of these does not have a 5 in the ten- Marla picked 42 wooden blocks from her
thousands place? brother’s toy box. She picked 11 blue blocks
and 16 red blocks. The remaining blocks
A. 559,056 were green. How many blocks were green?
B. 775,552
C. 650,055 A. 17
D. 555,055 B. 19
C. 12
D. 15
Which digital clock shows the same time as When rounded to the nearest hundred, I
the analog clock? become 500. When rounded to the nearest
ten I become 520. Which of the numbers
A. 8:15 below could I be?
B. 3:40
C. 3:08 A. 498
B. 516
C. 527
D. 489
Which of these is the same as 7,040? If this pattern continues what number comes
next?
A. 7 thousands and 4 hundreds
B. 700+40 5, 3, 6, 4, 7, 5, 8, _____
C. 7 thousands and 4 tens
D. 70+40 A. 6
B. 9
C. 10
D. 3
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The answer is If the answer is correct The answer is If the answer is
move ahead correct move ahead
B 5 B 5

B 4 D 4

B 3 B 2

A 4 C 4
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GAME CARDS
Which polygon has at least one right angle? For which number sentence could you put a 0
into the box or boxes and make a number
A. B sentence that is not true?
A. × 11=11
B. +11=11
B. D C. 11- =11
D. 11+ = +11
What must you do to find the next number in Zelda has 60cent in dimes, $1.25 in quarters,
this pattern? and 55 in nickels. How many coins does she
have?
66, 63, 60, 57, _____?
A. 19
A. Subtract 4 from 58 B. 20
B. Add 3 to 58 C. 21
C. Subtract 2 from 58 D. 22
D. Subtract 3 from 58
I have no flat faces, no corners, and no edges. Ida is thinking of a number less than 3,512
What space figure am I? and greater than 3,508. Which of these
numbers could Ida be thinking about?
A. Cone
B. Cylinder A. 3,507
C. Sphere B. 3,515
D. Cube C. 3,510
D. 3,519
Angela bought 2 packs of baseball cards. Find the multiplication problem that has a
Each pack contained 8 cards. Which of these product of 24?
number sentences would help Angela find out
how many baseball cards she has in all? A. 7× 3=
B. 12× 3=
A. 8+2= C. 6× 4
B. 82= D. 5× 8
C. 8× 2=
D. 8-2=
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A 4 A 4

D 3 D 3

C 6 C 2

C 4 C 4
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GAME CARDS
Who was born first? _______ Which sum is different from the other two?
A. Marissa: June 14, 1983 265 340 240

B. Claire: February 25, 1983 +26 +21 +51
C. Benji: January 4, 1984
A. B. C.
What is the largest 4-digit number Brandi can What is the perimeter of the rectangle?
make with her cards 6 8 3 7?
5
A. 3786 3 3 3
B. 8763 3
C. 6378
A. 8
B. 9
C. 15
D. 16
How long is the movie? Which of these is another name for fifty two
Movie Begins Movie Ends thousand, four hundred six?
A. 520,406
B. 52,460
C. 52,406
D. 5,246
A. 2 hr. B. 1 hr. 50 min

C. 1 hr. 20 min
The four pairs of numbers are part of a What name is not a name for the figure
pattern, what is the next pattern? ______ below?
(1,1) (2,4) (3,9) (4,16) (_ _)
A. (6,36)
B. (7,49) A. Rectangle
C. (5,25) B. Square
C. Parallelogram
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B 2 B 3

B 4 D 4

A 5 C 2

C 3 B 5
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Ten Statements
no, if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.
1) There are 121 multiplication facts listed on the multiplication chart. (yes)
2) The purpose of multiplication is speedy recall. (yes)
3) When you solve a multiplication problem, the answer is the product. (no)
4) Multiplication is another way to skip-count. (yes)
5) (3 x 5 = 15) and (5 x 3 = 15) are examples of commutative forms of multiplication. (yes)
6) dividend that are zero have no meaning. (no)
7) Approximation helps students to develop a broad ability to use mathematical common sense.
(no)
8) The mental math practice done during the Warm-up Activity provided practice with the
multiplication facts concentrating on 0, 1, 2, 5, 9, and 10 facts. (yes)
9) When a student has learned the 121 facts in the multiplication chart, there will be only 24
facts left to learn. (yes)
10) Multiplication and division are related. Missing term problems in multiplication get you
prepared to divide. (no)
Free-Choice Lesson
Six-Group Activity
sheet: Division (Different ways to write problems).
Math Workshop

231
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Division (Different ways to write
problems).
Technology:
Assessment
Class participation, completion of fact chart, and game participation can all be implemented as
informal assessments of students’ progress.
Homework
Teacher Notes
Have students work cooperatively on multiplication facts. Make up a rhyme or rap to help
students learn the facts.
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Six-Group Activity
Division (Different ways to write problems)
Materials:
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
the card. Use the pencil to write the answers on the back of the cards.
45
36 ÷ 6 5 25 12 ÷ 2 60 ÷ 10
5
15 32
6 18 25 ÷ 5 8 64
3 2
54 56
72 ÷ 9 8 56 27 ÷ 9
9 8
Answers:
36 25 12 60
6 36, 25 ÷ 5, 45 ÷ 5, 5 45 , 2 12 , 10 60
6 5 2 10
18 25 64
15 ÷ 3, 3 15 , 18 ÷ 6 , 5 25 , 64 ÷ 8 2 32, 32 ÷ 2
6 5 8
72 56 27
, 9 72 , 56 ÷ 8 , 9 27 54 ÷ 9, 9 54 56 ÷ 8, 8 56
9 8 9
36 ÷ 6 = 6
1)
A A A
dividend divisor quotient
6←quotient
divisor → 6 36
2) A
dividend
36 ← numerator
3)
6 ← denominator
improper fraction
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Say: All of the examples show division. The problem is read thirty six divided by six equals six.
1st problem - When writing a division problem, the number that is being divided comes first. 36,
the division sign comes next, then the equal sign (=), then the quotient (6).
2nd problem - The divisor is on the outside, the dividend is on the inside of the division symbol
and the quotient is located on the top of the problem.
3rd problem - This is an improper fraction and to make it proper divide the numerator 36 by the
denominator 6 which equals 6.
Use the study board to review writing division problems in different ways. Sample problems:
5 25 , 50 ÷ 10 , 15 ÷ 3 .
25
Ask the questions: How do we rewrite 5 25 to show division? ( 25 ÷ 5, ) How do we rewrite
5
25
5 25 to show division? ( 25 ÷ 5, ) Ask the same questions for the other division problems.
5
Have students write the answers to some division problems like the ones just finished. Say: I
am going to show you a card and you write another way to write that division problem. Display
an index card on the table and give the students 30 seconds to write the answer. While revealing
the answer say, The answer is…… Complete the rest of the cards in the same way. Store the
study board and activity in the 9 ½” x 6 ½” envelope.
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Correlations (SG,CAS,CFS): 6A3
ITBS/TAP: ISAT:
Add, subtract, multiply, and divide single and
multi-digit whole numbers
Unit Focus/Foci
Multiplying by 5 and 9
Materials
Six-Group Activity: Division (Dividing quotients greater than 10)

Math journals
Warm-up Activity:
Write the following problems on the chalkboard. Have students find the product for each
problem. (Students may use calculators.)
1. 5 x 7 x 10 x 4 x 1 x 2 x 0
2. 3 x 2 x 4 x 1 x 3 x 0 (0, because anything multiplied by 0 is 0.)
3. 7 x 7 x 6 x 3 x 2 x 0 x 1
Mental Math: Have students recite the entire fact for each.
1. 0 x 4 = (0) 2. 9 x 2 = (18) 3. 0 x 2 = (0)

4. 5 x 2 = (10) 5. 1 x 9 = (9) 6. 5 x 1 = (5)
7. 2 x 9 = (18) 8. 2 x 5 = (10) 9. 3 x 4 = (12)
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Lesson:
Recite the multiples of 5 with the class. 5 x 0 = 0, 5 x 1 = 5, 5 x 2 = 10,

5 x 3 = 15, 5 x 4 = 20, 5 x 5 = 25, 5 x 6 = 30, 5 x 7 = 35, 5 x 8 = 40, 5 x 9 = 45, and 5 x 10 = 50
After reviewing the multiples of 5 with the class, show the relationship between even multiples
of 5 and of 10.
For an odd multiple of 5 (3 x 5), the product can be found by adding 5 to the next lower even
multiple. (2 x 5 = 10 + 5 = 15; therefore, 3 x 5 = 15)
5 x 5 = 4 x 5 = 20 + 5 = 25; therefore, 5 x 5 = 25. Have students apply the rule to 7 x 5, and 9 x

5.
Tell students that all multiples of 5 end in 0 or 5. (5, 10, 15, 20, 25, 30, 35, 40, 45, 50) Odd
multiples end in 5 (5, 15, 25 35, 45, 55) and even multiples end in 0 (10, 20, 30, 40, 50).
Activity: Have students solve the following problems.
1. 4x9= 2. 7 x 9 = 3. 9 x 9
4. 9x8= 5. 9 x 1 = 6. 3 x 9 =
5. 2x9= 8. 6 x 9 = 9. 5 x 9 =
6. 9x6= 11. 9 x 8 = 12. 9 x 4 =
Have students add the digits in each product. (The sum is 9.)
Say: You can recognize a multiple of 9 because the sum of the digits in the product is always 9.
(This only works for multiples, of 9, up to 10 x 9. For greater multiples the sum of the digits may
not be 9, but it will always be a multiple of 9. Example: 11 x 9 = 99, 12 x 9 = 108.)
Ten Statements
lesson.
1) All multiples of 5 end in 0 or 5. (yes)

2) Odd multiples of 5 end in 5. (yes)
3) To approximate an answer, the answer can be between two numbers. (no)
4) There is no single best approximation method. (no)
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5) Even multiples of 5 end in 0. (yes)
6) You can recognize a multiple of 9 because the sum of the digits in the product is 9. (yes)
7) 7 x 5 = 6 x 5 = 30 + 5; therefore, 7 x 5 = 35. (yes)
8) 9 x 9 = 81, 8 + 1 = 9; therefore, this is a multiple of 9. (yes)
9) Rounding has to do with numbers that are easier to work with. (no)
10) In finding multiples of 9, the sum of the digits will either be 9 or a multiple of 9. (yes)
Free Choice Lesson
Six-Group Activity
sheet: Division (Dividing quotients greater than 10).
Math Workshop

237
Connection(s)
Enrichment: have students use this Addition Facts Table to solve the problem below.
0 1 2 3 4 5 6 7 8 9
0 0 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9 10
2 2 3 4 5 6 7 8 9 10 11
3 3 4 5 6 7 8 9 10 11 12
4 4 5 6 7 8 9 10 11 12 13
5 5 6 7 8 9 10 11 12 13 14
6 6 7 8 9 10 11 12 13 14 15
7 7 8 9 10 11 12 13 14 15 16
8 8 9 10 11 12 13 14 15 16 17
9 9 10 11 12 13 14 15 16 17 18
Say: Use this table to find as many patterns as you can. Divide row patterns, column patterns,
and diagonal patterns. Think of what changes from row to row and from column do you see?
Can you see any diagonal patterns?
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Division (Dividing quotients greater than
1.).
Technology:
Assessment
Assess students’ ability to explain how to identify multiples of 9.
Homework
Assign these problems. Have students explain in writing how to solve one of the problems.
1. 5× 8= 2. 9× 6= 3. 6× 5=
4. 9× 3= 5. 5× 4= 6. 9× 2=
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7. 9× 7= 8. 9× 10= 9. 5× 10=
10. 9× 2=
Teacher Notes
Answer for Enrichment exercise:
Every row and column increases by one.

Diagonals like this consist of the same number; each increases by one.
Diagonals like this alternate between strings of consecutive odd numbers and consecutive
even numbers.
Answers to Homework:
1. 40
2. 54
3. 30
4. 27
5. 20
6. 18
7. 63
8. 90
9. 50
10. 18
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Six-Group Activity
Division (Dividing quotients greater than 10)
Materials:
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
the cards. Use the pencil to write the answers on the back of the cards.
5 157 6 369 2 47
31 r 2 61 r 3 23 r 1
Answers: 5 157 6 369 2 47
15 36 4
7 9 7
5 6 6
2 3 1
Dividing Quotients Greater than 10
Say: Step 1: 7 497 . Find the tens. 497 contains 49 tens. 49 ÷ 7 = 7. Write the 7 in the
quotient in the tens place. Multiply. 7 × 7 = 49. Subtract. 49 - 49 = 0.
7
Example: 7 497
49
0
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Step 2: Find the ones. Bring down the 7 ones. 7 ÷ 7 = 1. Write the 1 in the quotient in the ones
place. Multiply. 1 × 7 = 7. Subtract. 7 - 7 = 0.
71
Example: 7 497
49
7
7
0
Use the study board to explain the steps in this sample problem. 3 155
Ask these questions about the problem: What is the first step? (find the tens) What number is in
the tens place in the dividend? (15) How many 3’s are there in 15? (5) Where do you put the
5? (over the five in the tens place) What is the next step? (Multiply 5 × 3 = 15 and put the 15
under the first 15) What is the next step? (find the ones) What are you dividing? (5 ÷ 3 = 1)
Where do you write the 1? (over the 5 in the ones place) What do you do now? (multiply 3 × 1 =
3) Where do you put the 3? (under the 5 and subtract) What is the remainder? (2) What is the
final answer? (51 r 2)
Tell the students that they are going to risk writing the answers for three problems the same way
they did the sample problem. Display an index card on the table and give the students time to
write the answer. When revealing the answer say: The answer is… Complete the rest of the
activity the same way. Store the index cards and study board in the 9 ½” x 6 ½” envelope.
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Correlations (SG,CAS,CFS): 6B3;6C2; 8D4
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Multiplying by 3, 4, 6, and 8
Materials
Six-Group Activity: Multiplication (Multi-digit addition)
Warm-up Activity:
Write the following on the chalkboard.

Walgreen’s sells blank cartridges in multi-packs at a discount. You can buy cartridges in ten
packs or six packs. James purchased 72 blank cartridges by buying exactly ten discount packs.
How many ten packs and six packs did he buy? (3 ten packs and 7 six packs)
Mental Math
Speedy Recall
1. 8 x 9 2. 5 x 4 3. 9 x 4 4. 1 x 8 5. 6 x 9 6. 3 x 6
7. 3 x 7 8. 8 x 5 9. 7 x 10 10. 5x3 11. 2x7 12. 9x6
13. 10 x 4 14. 4 x 8 15. 7 x 8 16. 6 x 6 17. 5 x 5 18. 10 x 10
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Lesson
Say: Multiples of 3 can be found by counting by 3’s from a product you know.
Example: 3 x 7 = n. If you know that 2 x 7 is 14. Then 3 x 7 = 14 + 7 which equals 21.
Say: Multiples of 6 can be found by doubling multiples of 3 because 6 is twice 3.

Example: 6 x 7 = n. If you know that 3 x 7 = 21
Then 6 x 7 is twice 3 x 7
So 6 x 7 = 21 + 21 = 42
Say: Multiples of 4 can be found by doubling multiples of 2.

Example: 4 x 7 = n If you know that 2 x 7 = 14
So 4 x 7 = 14 + 14 = 28
Say: Multiples of 8 can be found by doubling multiples of 4

Example: 8 x 9 = n If you know that 4 x 9 = 36
So 8 x 9 = 36 + 36 = 72
Activity:
Have students multiply to solve for n.
1. 4 x 3=n 2. n x 6=30 3. 8 x 8=n
4. 7 x 3=n 5. n x 4=32 6. n x 6=42
7. 3 x n=9 8. 9 x 8=n 9. 8 x 0=n
10. n x 3=27 11. 5 x n=40 12. n x 7=28
13. 10 x n=80 14. 8 x n=48 15. 6 x n=36
243
Ten Statements
lesson.
1) Multiples of 3 can be found by counting by 3’s from a product you know. (yes)
2) 3 x 8 = 2 x 8 = 16 + 8 = 24 (yes)
3) Multiples of 6 can be found by doubling multiples of 3. (yes)
4) 6 x 8 = 3 x 8 = 18 + 18 = 36 (yes)
5) The order in which two numbers are multiplied makes no difference to the answer. (no)
6) The balance in a bank account is how much money you have in the bank. (no)
7) Fractions of ten are used to describe parts of a whole. (no)
9) 4 x 9 = 2 x 9 = 18 + 18 = 36 (yes)
Free Choice Lesson
Six Group Activity
sheet: Multiplication (Multi-digit multiplication).
Math Workshop
Have the students go into the Math Workshop after completing their Free Choice Lesson.

Sequence information, especially us ing timelines
244
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Multiplication (Multi-digit addition).
Technology:
Assessment
Homework
Teacher Notes
245
Six-Group Activity
Multiplication (Multi-digit addition)
Materials:
3” x 5” index cards
1 black marker
1 pencil
1 (9 ½” x 6 ½”) envelope
Prepare the following index cards using these problems:
35 92 75 63 39 84 16 45 127 99
+26 +29 +25 +29 +12 +28 +6 +26 +66 +26
Answers:
1 1 1 1 1 1 1 1
35 92 75 63 39 84 16 45 11 27 991
+26 +29 +25 +29 +12 +28 + 6 + 26 + 66 + 26

1 1 0 2 1 2 2 1 3 5
Copy this study board to use it when reteaching the activity.
Multi-digit addition
Say: When adding numbers with more than one digit, in some cases, you are going to rename
because only numbers that add up to a one digit number fit in the ones place. When a set of
numbers add up to more than 10, you must rename to the next place.
267
Example: + 295
Step 1: Start at the right of the problem. Add the ones, 7+5 = 12.
Ask the group if 7+5 equals more than 9.
If the answer is yes, rename. 12 = 1 ten and 2 ones.
51 67
+ 97
4 Start at the right in the ones place. Add 7+7 = 14. Ask the group if 7+7 equals
more than 9. If the answer is yes, rename to the tens place. 14 equals 1 ten and
4 ones.
246
Tell the students that they are going to do two problems the same way, writing in words the steps
to solving the problem. Lay one card on the table, give the students four to five minutes to write
the answer to the first problem. When the time is up, show the students the written answer you
have. This paper may not be exact (teacher judgment) as to the right answer. Say: The answer
is…… Store the index card and written answer key in the 9 ½” x 6 ½” envelope. Repeat this
process with the second card.
247
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Engage in additional practice with multiplication speedy recall
Materials
Six-Group Activity: Multiplication (Facts)

Math journals
Warm-up Activity:
Write the following problems on the chalkboard. Ask students to solve them.
1. A parent and two children have thirty $1.00 bills. They share the money equally. There is
no money left over. How do they divide it? (The group is a grandmother, her son, and his
daughter. There are only three people because the man is a parent and the grandmother’s
child. Each gets $10.)
2. Tom gets five basketball cards in a pack. How many cards will he get in 5 packs?
248
Lesson:
Tell the students the next activity is going to assess their speed and accuracy in recalling
multiplication facts; therefore; they should work as quickly as possible. Tell them they will be
timed, to work all of the problems that they know first, and go back and do the ones that they are
having difficulty with.
Allow students 15 minutes to complete the 75 problems.
Ten Statements
Review the ten statements and have the students write yes, if they heard it in today’s lesson and
lesson.
1) There are 121 multiplication facts on the fact chart. (yes)

2) Accurate recall and speed are the important when using multiplication facts. (yes)
3) A factor is a number that is multiplied by another number. (yes)
4) The product is the name of the answer to a multiplication problem. (yes)
5) The function machine for multiplication is very similar to the function machines for addition
and subtraction. (yes)
6) When a multiplication function is performed, the answer is called a product. (no)
7) One of the functions done during today’s assessment was to multiply and solve for “n”. (yes)
8) Music may be used to help students learn multiplication facts. (yes)
9) Cooperative activities can be very useful to students who are learning multiplication facts.
(no)
10) Learning the facts are the keys to speedy accurate problem solving. (yes)
Free Choice Lesson
Six-Group Activity
sheet: Multiplication (Facts).
249
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Multiplication (Facts).
Technology:
Assessment
Homework
Teacher Notes
Have students record real-life situations where multiplication can be used.
250
Six-Group Activity
Multiplication (facts)
Materials:
10 (3x5) index cards
1 black marker
1 dice, numbers 1-6
1 (9 ½” x 6 ½”) envelope
Prepare the following index cards using the black marker to write the numbers on the front of the
cards..
1 2 3 4 5 6 7 8 9 0
The answers may vary because of the dice.
Copy this study board to add in the reteaching lesson.
Multiplication Table
Display the following chart for students to study.

Say: Multiply the number on the top by the number on the left.
3x2=6
X 0 1 2 3 4 5 6 7 8 9
0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9
2 0 2 4 6 8 10 12 14 16 18
3 0 3 6 9 12 15 18 21 24 27
4 0 4 8 12 16 20 24 28 32 36
5 0 5 10 15 20 25 30 35 40 45
6 0 6 12 18 24 30 36 42 48 54
7 0 7 14 21 28 35 42 48 56 63
8 0 8 16 24 32 40 48 56 64 72
9 0 9 18 27 36 45 54 63 72 81
251
Tell the students that they are going to do an activity called “Facts.” Each student will get a turn
to throw the dice. The teacher will show a card, and the students will multiply what is on the
dice by the number card.
Example: • • ×3
•
• •
Give the students five seconds to write each answer. Before saying the correct answer, say: The
answer is…… Then say the answer. Have the students do about 20 problems. Store the study
board and index cards in the 9 ½” x 6 ½” envelope.
252
ITBS/TAP: ISAT:
Solving single-step problems using
multiplication
Unit Focus/Foci
Assessing multiplication facts
Materials
Formal Assessment (See attached).
253
Test
Multiply
1. 2 x 1 = _____ 2. 3 x 3 = _____ 3. _____ = 6 x 4 4. 8 x 8 = _____
5. _____ = 2 x 8 6. 3 x 6 = _____ 7. _____ = 5 x 5 8. 0 x 7 = _____
9. 9 x 10 = _____ 10. _____ = 5 x 6 11. _____ = 6 x 10 12. 8 x 10 = _____
13. 4 x 7 = _____ 14. _____ = 5 x 10 15. 3 x 0 = _____ 16. 9 x 8 = _____
17. 8 x 1 = _____ 18. 5 x 2 = _____ 19. 7 x 6 = _____ 20. _____ = 7 x 9
21. 10 22. 7 23. 8 24. 7

x 8 x 5 x 3 x 9
25. 6 26. 8 27. 9 28. 3

x 7 x 9 x 3 x 5
29. 5 30. 6 31. 2 32. 10

x 4 x 8 x 8 x 4
33. 6 x 9 = n 34. 7 x 7 = n 35. 5 x 8 = n 36. 9 x 2 = n

n = _____ n = _____ n = _____ n = _____
37. 9 x 5 = n 38. 5 x 6 = n 39. 4 x 7 = n 40. 7 x 6 = n

n = _____ n = _____ n = _____ n = _____
254
41. 4 x 3 = n 42. 5 x 9 = n 43. 8 x 7 = n 44. 3 x 9 = n
n = _____ n = _____ n = _____ n = _____
How many days are there in 4 weeks?
46. How many fingers on 9 hands?
47. A pack of gum has 6 sticks. How many sticks are there in 7 packs?
48. There are 10 pencils in a package. How many pencils are there in 8 packages?
49. There are 7 new houses on the block. Each house has 3 doors. How many doors are there
in all?
50. John has 9 bags of candy. Each bag has 8 pieces. How many pieces does he have in all?
255
Ten Statements
lesson.
No Ten Statements Today.
Free Choice Lesson
Six-Group Activity
No Six-Group Activity today.
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: No Six-Group Activity today.
256
Technology:
Assessment
Formal assessment (test)
Homework
Teacher Notes
Answer Key
1. 2 2. 9 3. 24 4. 64 5. 16
6. 18 7. 25 8. 0 9. 90 10. 30
11. 60 12. 80 13. 28 14. 50 15. 0
16. 72 17. 8 18. 10 19. 42 20. 63
21. 80 22. 35 23. 24 24. 63 25. 42
26. 72 27. 27 28. 15 29. 20 30. 48
31. 16 32. 40 33. 54 34. 49 35. 40
36. 18 37. 45 38. 30 39. 28 40. 42
41. 12 42. 45 43. 56 44. 27 45. 28
46. 45 47. 42 48. 80 49. 21 50. 72
257
Correlations (SG,CAS,CFS): 6C2; 8A2; 8B1
ITBS/TAP: ISAT:
Solve single-step problems using addition or
subtraction with whole numbers
Unit Focus/Foci
Using multiplication to solve word problems
Materials
Six-Group Activity: Division (Reading division problems)

Math journals
Small cubes from manipulative kit
Pencil
Overhead Projector
Warm-up Activity:
Write the following on the chalkboard:
Find two ways to describe the following pattern, and then find the next two numbers in the
pattern 80, 72, 64, _____, _____.
(The pattern is in descending multiples of 8, or as the tens digit decreases by 1, the ones digit
increases by 2.)
258
Have students write the answer to the following product as they are given orally:
a. 6 x 5 = (30) f. 7 x 5 = (35) k. 8 x 8 = (64)

b. 2 x 6 = (12) g. 6 x 10 = (60) l. 4 x 10 = (40)
c. 8 x 6 = (48) h. 8 x 7 = (56) m. 9 x 6 = (54)
d. 6 x 9 = (54) i. 7 x 7 = (49) n. 7 x 8 = (56)
e. 5 x 6 = (30) j. 5 x 5 = (25)
Lesson:
Say: Today we will be using charts to help solve our word problems.
Elena made a chart so she won’t have to multiply each time she sells washers. Her chart looks
like this:
As I read these word problems I want you to listen carefully and write down any numbers
and operations that you think will help you solve the problem.
1. Nails cost 2 c/ each. Elena decides to make a nail chart. What will it look like? Do you
think she should make the chart? (It will look exactly like the chart for washers; no).
2. Small springs cost 7 c/ each. Make a chart for springs like Elena’s chart for washers.
(Chart should look like washers chart but with multiples of 7 for “Amount in cents.”
Write the remaining problems on the chalkboard.)
3. Lang’s bolts cost 7 c/ each. Either make a chart for lag bolts or write what you could use
instead. (You could use the chart for the small springs).
4. Sets of hooks and eyes cost 9 c/ each. Make a hook-and-eye chart. (Chart should look
like washers chart but with multiples of 9 for “amount in cents.”)
5. Make a chart for sandpaper that cost 10 c/ a sheet. (Chart should look like washers chart
but with multiples of 10 for “amount in cents.”)
(Times 2)(x 2) = $.02 per washer
259
Draw this chart on the chalkboard.
$ Washer Chart $
Number of 1 2 3 4 5 6 7 8 9 10
Washers
X2
Amount in 2 c/ 4 c/ 6 c/ 8 c/ 10 c/ 12 c/ 14 c/ 16 c/ 18 c/ 20 c/
Cents
After helping the students work through the first two problems allow students to work in groups
to solve the 3 remaining problems. When the students have had sufficient time to solve the
problems, ask for volunteers from the groups to put a problem on the chalkboard to explain the
group’s strategy.
Note: Students should be encouraged to use manipulatives to help solve the problems in the
group activity/cooperative learning groups.
The teacher, having explained to the class and worked through the samples will now have
students complete problems similar problems in their textbook. These papers should be collected
and corrected. Remediate where needed.
Ten Statements
Review the ten statements and have the students write yes, if they heard it in today’s lesson and
lesson.
1) Today’s lesson was to help students become efficient in solving multiplication word
problems. (yes)
2) Understanding and reading data from charts was essential to solving the word problems in
this lesson. (yes)
3) This lesson provided opportunity to apply the multiplication facts that we had learned. (yes)
4) The Warm-up Activity showed patterns where the numbers were descending in multiples of
eight. (yes)
5) Jiro’s chart was made to promote the sale of his stickers on half-price day. (yes)
6) Saturday was half-price day at Jiro’s Sticker Shop. (yes)
7) Parallel lines are lines that go in the same direction. (no)
8) Choosing an appropriate graph is important when interpreting graphic data. (no)
9) This symbol ÷ means divided by. Another way to write it is . Example: 7 25 . (no)
10) Addition can be used to solve a subtraction problem. (no)
260
Free-Choice Lesson
Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six Group Activity
sheet: Division (Reading division problems).
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Division (Reading division problems).
Technology:
261
Assessment
Informally assess students’ participation in lesson and completion of the class assignment, with
75% of work completed correctly.
Homework
Have students make a sales tax chart for sales tax on whole dollar amounts from a grocery stores,
not clothing. (Amounts should be $1.00 to $10.00.)
Teacher Notes
When class work is finished, the teacher can review the formula for area and work through some
examples with students.
262
Six-Group Activity
Division (Reading division problems)
Materials:
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
Prepare the following cards using the black marker to write the problems on the front of the
cards. Use the pencil to write the answer on the back of the cards.
How many groups of 2 in 6? (3) How many groups of 5 in 15? (3)

Copy this study board to use in reteaching this lesson.
Reading Division Problems
Say: When multiplying two numbers, you can change the position of the same numbers and
divide. 6 × 3 = 18 18 ÷ 3 = 6
Multiplication and division are inverse operations. You can check to see if you have the right
answer for a multiplication problem by dividing.
Example: 7 × 2 = 14 8 × 5 = 40
14 ÷ 2 = 7 40 ÷ 5 = 8
5 × 3 = 15
A A A
factor factor product
15 ÷ 3 = 5
263
You can divide to find a missing factor. When you find a missing factor, you are finding a
quotient.
Multiplication sentence: missing factor → 5 × 3 = 15

Division sentence: 15 ÷ 3 = 5
quotient
Review the study board with the students and give them some this sample problem. 4 × 3 = 12.
Ask: How can you rearrange the numbers to show division? (12 ÷ 3 = 4, 12 ÷ 4 = 3) Ask the
same questions using these problems:
6 × 3 = 18; 3 × 3 = 9; 4 × 4 = 16; 6 × 4 = 24; 5 × 4 = 20
Tell the students that they are going to risk writing the answers to some multiplication problems.
Say: I am going to show you a card with a multiplication question and I want you to write the
answer. How many groups of 3 in 5? Lay one card on the table and give five seconds to write
the answer. While revealing the answer on the back of the card, say: The answer is……
Complete the rest of the cards the same way. Store the index cards and study board in the 9 ½” x
6 ½” envelope.
264
Correlations (SG,CAS,CFS): 6C1,3; 8B4; 8C2
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Practicing multiplication and division word problems requiring missing-factor equations
Materials
Six-Group Activity: Division (Word problems)

Small containers
Counters
Overhead Projector
Math journals
Warm-up Activity:
Write the following problems on the chalkboard. Have students solve.
1. John makes $6 an hour. If he makes $30 a day, how many hours does he work? (5)
2. Tamla has $20. A pair of socks costs $4. How many pairs of socks can she buy with $20?
(5)
3. There are 36 cookies in the bag. If there are a dozen children present, how many cookies will
each child receive? (3)
265
4. Sherri must take her medicine every 4 hours. How many times will Sherri take her medicine
in a 24-hour day? (6)
Say: Before we start with today’s lesson, we are going to practice a mental math activity. The
overhead should be set up prior to beginning the class. Present these equations. Point out the
relationship between the problem pairs as presented.
7× 10=(70) 5× 4=(20) 7× 6=(42) 9× 9=(81)

7× n=70(n=10) n× 4=20(n=5) n× 6=42(n=7) n× 9=81(n=9)
266
Problem Solving Worksheet
Use 5 small containers and 50 counters, such as buttons, cubes, beans. Share. Complete the
chart.
Number of Number of How many in

Remainder Fact
counters containers each?
1. 7 2
2 8 3
3 9 4
4 9 5
5 14 4
6 9 2
7 12 5
8 14 3
9 17 3
10 19 4
11. The cast of the school play has 210 pages of lines to learn. The play is in 7 weeks. How
many pages of lines should they learn each week?
12. The school cafeteria served 936 pieces of pizza on Monday. If each student received 3
pieces, how many students did they serve?
267
Lesson:
Present the following problem. Have students use mental math to solve it.
Keith earns $4 each hour at his job. Today he earned $20. How many hours did he work today?
(5)
After completing the mental math, direct the students to write the mathematics algorithms to
solve the problem. Read the problem and ask if any of the students know how to solve the
problem. Allow volunteers to solve the problem on the chalkboard.
Example 1: Keith earned $4.00 each hour

Keith earned $20.00 today
5
4 20
20
Keith worked 5 hours. (5 hours x $4.00 = $20.00)
R|
20 ÷ 4 = n U|
S|
20 ÷ 4 = 5 V|
Tn=5 W
Explain that the known facts were: 1) Keith earns $4.00 per hour; 2) Keith earned $20.00
today; and 3) n = the unknown.
3
8 24
24
8 x n = 24
8 x 3 = 24
n=3
The known facts are: 8 children and 24 cookies The cookies are to be shared equally. Find two
ways to show how the cookies can be divided.
Divide the class into cooperative learning groups and allow the groups to solve the problems on
the problem-solving worksheet. Circulate among groups to make sure all students are
participating. Answer any questions.
Have students write the relationship between division and multiplication in their math journals or
portfolio assessment file.
268
Ten Statements
lesson.
1) Multiplication and division are related. (yes)

2) Practicing multiplication through regular and missing-factor problems helps to prepare
students for algebra. (yes)
3) Multiplication and division are the inverse of each other. (yes)
4) There are two ways to show that a problem is a division problem. (yes)
5) Division is used to change ounces to pints. (no)
6) Using charts can be helpful in solving multiplication and division problems. (yes)
7) The two symbols seen here ÷ are both symbols which indicate that the operation needed to
solve the problem is division. (yes)
8) The divisor, dividend, and quotient are all a part of a division problem. (no)
9) When application of skills are reviewed, the purpose is to assess a student’s ability to choose
the correct operation to solve a specific word problem. (no)
10) In problem 40 ÷ 8=n, the n represents the quotient. (yes)
Free-Choice Lesson
Six-Group Activity
sheet: Division (Word problems).
Math Workshop
Have the students work in the Math Workshop after completing their Free-Choice Lesson.

269
Connection(s)
Enrichment: Write the following problem on the chalkboard and challenge students to find as
many patterns as they can. How many different patterns can you find in a square of 25 numbers
like the one shown.
4 5 6 7 8
5 6 7 8 9
6 7 8 9 10
7 8 9 10 11
8 9 10 11 12
Fine Arts:
Home:
Remediation:
Technology:
Assessment
1. Can students answer 75% of facts correctly? 2. Can students explain the relationship between
multiplication and division? 3. Can students communicate the strategies used to solve word
problems?
Homework
Have students write and solve three problems that require division.
*Note see below.
270
Teacher Notes
Answer for Enrichment:
The sum of each row or column is a multiple of five.

The sums of the diagonals are equal.
The sum of opposite corners are equal.
The highest number equals the lowest number plus eight.
The sum of all 25 numbers equals twenty-five times the center number.
The sum of the four corners equals the sum of the four middle outside numbers.
The sum of all the outside numbers equals four times the sum of the numbers in the inside
square (9 numbers)
The sum of the outside numbers is 12 times the center number.
Answer to Problem Solving Worksheet:
r1 r2 r1 r4
1. 3 2. 2 3. 2 4. 1
r2 r1 r2 r2
5. 3 6. 4 7. 2 8. 4
r2 r3
9. 5 10. 4 11. 30 12. 312
271
Six-Group Activity
Division (Word problems)
Materials:
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
the index cards. Use the pencil to write the answers on the back of the index cards.
Tell the students that when you lay an index card on the table they are going to solve the problem
using their problem solving skills.
1) The students plan to rent boats at the lake. How many boats will the 20 students need if each
boat holds 4 students?
2) James cut a glass 12 feet long into 4 equal pieces. How long was each piece?
3) Ms. Giles made 7 telephone calls. She spent 35 minutes on the telephone. What was the
average length of each call?
4) Ray received a free festival ticket for every 6 tickets he sold. How many free tickets did he
receive if he sold 36 festival tickets?
5) Jordan scored 72 points in the last 8 basketball games he played. What was the average
number of points he scored in each game?
Answers: (5 boats), (3 feet), (5 minutes), (6 free tickets), (9 points)
Copy this study board to use with the reteaching of this lesson.
Word problems
Review the following key words, which indicate that a word problem requires division.
272
Division key words:
divided (evenly) average

split every
each out of
cut ratio
equal pieces shared
Review the study board with the students and use this sample word problem:
Mrs. Alfred has 20 candles to use for table decorations. She wants to decorate 5 tables. How
many candles can she put on each table? Ask: What are the key words that let you know this is a
division problem? Can you use multiplication to solve this problem? (yes) If so, what would
the problem be? (5 × 4 = 20)
Tell the students that they are going to do five word problems the same way they did the
example. Tell them they have a minute to solve each problem. While revealing the answer say,
The answer is…… Store the index cards and study board in the 9 ½” x 6 ½” envelope.
273
ITBS/TAP: ISAT:
multiplication or division
Unit Focus/Foci
Multiplication & Division
Dividing problems
Materials
Six-Group Activity: Division (Dividing quotients greater than 10)

Math journal
Pencils
Play money
Cruncher
Warm-up Activity:
Write the following problem on the chalkboard. Have students solve.
The sports program at the Nash Camp has 24 campers. Find all the ways that 24 campers can
form equal-sized teams for the different events on Fun Day. (There are 8 ways: 1 team of 24, 2
teams of 12, 3 teams of 8, 4 teams of 6, 6 teams of 4, 8 teams of 3, 12 teams of 2, and 24 teams
of 1.)
274
Review the following vocabulary words.
Inverse operation - an operation that undoes the results of another operation.

Remainders - a number less than the divisor that remains after the dividend has been
divided by the divisor as many times as possible.
Inverse operations:
1. 8 + 6 = (14) 2. 5 x 8 = (40)
14 - 8 = (6) 40 ÷ 5 = (8)
14 - 6 = (8) 40 ÷ 8 = (5)
n + 6 = 14 n x 8 = 40
(n=8) (n = 5)
Remainder: 6 R-1
4 25
24
−1
When 25 is divided by 4, the quotient is 6; however the inverse will show that 6 x 4 is 24.
Since one can not be divided by 4, the remainders is added when checking by performing
the inverse operation.
Lesson:
Present each of the problems to students. Discuss each.
10
Say: Eight children want to divide 80 cents equally. How much will each child get? 8 80
Eight children want to divide 83 cents equally. How much will each child get? 8 83 . After each
child gets 10 cents, there are still 3 cents left over. We cannot always divide a whole number of
things equally, there is something left over, or remaining. We write this: 10 R3
8 83
When we read this answer, we say 10 remainder 3.
Nine children want to divide 60 cents equally. How much will each child receive? How much
will be left now?
6 R6
9 60
9 x 6 = 54 60 - 54 = 6
275
Each child gets 6 cents, and there are 6 cents remaining.
Assign the following 20 problems to be completed by students as independent practice.
Problems:
1) 6 36 2) 8 50 3) 9 45 4) 5 38
5) 7 50 6) 3 23 7) 10 51 8) 4 18
9) 5 55 10) 7 56 11) 4 21 12) 5 44
13) 3 17 14) 6 43 15) 3 25 16) 10 76
17) 9 37 18) 7 57 19) 8 41 20) 9 30
Ten Statements
lesson.
1) The inverse of division is multiplication. (yes)

2) The inverse of addition is subtraction. (no)
6
3) a. (6 x 6 = 36) b. ( 6 40 ) c. (40 - 36 = 4) are example of multiplication/inverse operation of
division b., and the remainder c.. (yes)
4) The dividend is a term which describes a part of a division problem. (yes)
5) 25 pennies cannot be evenly distributed between six people. (yes)
6) 6 37 , is an example of a division problem with a remainder. (yes)
7) Addition, subtraction, multiplication and division are the four basic operations for practicing
whole-number arithmetic. (no)
8) When practicing inverse operations and missing term problems, the process readies students
for algebra. (yes)
9) Parallel lines are lines that go in the same direction. (no)
10) Manipulatives used to solve division problems server as concrete reinforcers. (yes)
Free-Choice Lesson
Six-Group Activity
sheet: Division (dividing quotients greater than 10).
276
Math Workshop

Select appropriate information of intended purpose
Connection(s)
Enrichment: Have students solve the following problem:
Sue and Paul made a puzzle. The numbers from 1-16 are arranged in the puzzle so that the sum
of each row and each column is the same. Also, the two diagonals have the same sum, although
this is a different number than sum of the rows and columns. Paul and Sue have arranged some
of the numbers for you. Complete the puzzle.
5 16
14
13 9
Fine Arts:
Home: Have students create five problems with remainders use manipulative to show what
functions were used.
Remediation: See attached Six-Group Activity sheet: (Dividing quotients greater than 10)
Technology:
277
Assessment
Informally assess students’, class participation. Assess students ability to attain 80% correct on
computation problems.
Homework
Dictate these problems to the students for homework.
1. 8 72 2. 9 54
3. 8 32 4. 9 36
5. 8 64 6. 8 16
7. 8 72 8. 8 40
9. 8 56 10. 9 27
Teacher Notes
Remind students to sharpen their skills in multiplication facts. Make note of any students who
are experiencing difficulties and provide extra help.
Answer to Enrichment exercise:
50
17 5 1 16 34
6 15 11 2 34
3 10 14 7 34
13 4 8 9 34
34 34 34 34 50
Answers for Homework:
1. 9 2. 6 3. 4 4. 4 5. 8
6. 2 7. 9 8. 5 9. 7 10. 3
278
ITBS/TAP: ISAT:
numbers
Unit Focus/Foci
Division with remainders review
Materials
Six-Group Activity: Division (Using multiplication to check answers)

Base ten blocks
Counters
Worksheet: Division
Warm-up Activity:
Write the following on the chalkboard.
Stacey brings three quarters to the candy store. She likes penny candy. She likes blow pops
priced at ten for $1.00, Fruit chews at four for $.36, hats at three for $.21, hearts at two for $.30;
and kisses at $.29 each. Does Stacey have enough money to buy one of each of her favorite
candies? If so, does she have money left over? If not, how much more money does she need?
(One of each costs $.70, so she has $.05 remaining.)
279
Have students solve the following problems.
1. 4 29 2. 8 34 3. 4 36 4. 6 50
5. 6 20 6. 7 29 7. 8 43 8. 5 39
9. 2 21 10. 6 56 11. 6 38 12. 3 25
13. 9 19 14. 5 29 15. 0 8 16. 5 0
17. 5 23 18. 4 19 19. 7 42 20. 3 16
Play the Thumbs Up, Thumbs Down game with the mental math activity for remainders.
Lesson:
Have the students recall the multiplication facts and that multiplication is the inverse of division
when solving problems in this lesson.
Have the students solve problems on the division worksheet independently. Students may use
base ten blocks or counters to solve problems.
Collect the worksheets. Review them to assess students’ strengths and deficiencies. Allow
students to work in cooperative learning groups to solve problems #1 through #4. Circulate
around the groups to check the answers, allow a few students to go to the chalkboard to solve
and explain a few of the problems.
Write these problems on the chalkboard.
June has 26 postcards. She wants to send three postcards to each of eight friends. How many
postcards will she have left? (2)
Jim has 50 pennies. He wants to divide them evenly among six friends. How many pennies will
he have left? (2)
Joe wants to give an equal number of stickers to each of his four friends. If he has 31 stickers,
how many will each friend get? How many will he have left? (7r3)
Kim has 26 photos she took at the class play. Four photos will fit on each page of her photo
album. How many pages will the 26 photos completely fill up? (6)
Present the following problem. Have students answer the related questions.
280
Ten Statements
lesson.
1) Algorithyms are steps needed to solve some problems. (yes)

2) Multiplication facts are important to division, because multiplication is the inverse operation
of division. (yes)
3) A remainder is less than the divisor that remains often the dividend has been divided by the
divisor as many times as possible. (yes)
4) Coordinate grids are important when one teaches the convention for graphing ordered pairs
of numbers. (no)
5) In this lesson, division with remainders was the primary focus. (yes)
6) A dividend is a number that is divided by a divisor. (yes)
7) The metric system is a system for measuring. (no)
8) Missing-factor problems are introduced to show the inverse relationship between
multiplication and division. (yes)
9) The remainder is the number left over after dividing. (yes)
10) Factors are two or more numbers that are multiplied. (no)
Free-Choice Lesson
Six-Group Activity
sheet: Division (Using multiplication to check answers).
Math Workshop

281
Connection(s)
Enrichment: Have students solve the following problem. What was the original problem?
What numbers fit into each space? Try one number at a time.
__ __ 4
× __ __
__ 4 __
+ 8 __ __
__ __ __ 8
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Formal Assessment: Check that students achieve 80% mastery.
Homework
Write these problems on the chalkboard. Have children solve them for homework.
1. 7 31 2. 6 32
3. 8 67 4. 4 31
5. 4 30
282
Teacher Notes
Answers for Enrichment exercise:
424 224
×22 ×42
848 or 448
+848 +896
9328 9408
Answers for Homework problems:
1. 4r3 2. 5r2 3. 8r3 4. 7r3 5. 7r2
Answers for Worksheet:
1. 4 2. 6 3. 3
4. 4 5. 6 6. 5
7. 5 8. 8 9. 9
10. 6 11. 4 r 4 12. 8r 3
13. 5 4 14. 7r 2 15. 8 no
16. 6 canoes 17. 8 1 foot of plastic left over
18. 5 rows, 2 horses left over
283
Division Worksheet
Find the missing factors and the quotients.
1. mmmm 2. mmmmmm 3. mmm

mmmm mmmmmm mmm
mmmm mmmmmm mmm
_____ × 3 = 12 _____ × 3 = 18 _____ × 3 = 9
12 ÷ 3 = _____ 18 ÷ 3 = _____ 9 ÷ 3 = _____
4. mmmm 5. mmmmmm 6. mmmmm

mmmm mmmmmm mmmmm
mmmm mmmmmm mmmmm
mmmm mmmmmm mmmmm
_____ × 4 = 16 _____ × 4 =24 _____ × 4 = 20
16 ÷ 4 = _____ 24 ÷ 4 = _____ 20 ÷ 4 = _____
7. 9 45 8. 9 72 9. 7 63 10. 9 54
11. 9 40 12. 8 67 13. 7 39 14. 5 37
284
15. Jonathan invited 30 friends to a party. 16. A canoe holds 3 people. A group of 20
How many card tables does he need to seat people wants to go canoeing. How many
4 friends at a table? Will all the tables be canoes have 3 people in them?
filled?
17. Mrs. Burns has 25 feet of plastic. If she 18. There are 32 horses in a parade. They walk
uses 3 feet of plastic to cover a window, in rows of 6 horses. How many rows of 6
how many windows can she cover? How are there? How many horses are left?
much plastic will be left?
285
Correlations (SG,CAS,CFS): 6C3; 6D1
ITBS/TAP: ISAT:
Solving single-step problems using Solve word problems requiring computations
division with whole numbers with whole numbers
Unit Focus/Foci
Assessing division facts
Materials
Formal assessment (See attached.)
286
Test
Complete these charts.

1. Betty works in a candy store. Bubble gum costs 3¢ each.
Number of pieces of 1 2 3 4 5
Bubble gum
Amount (in cents)
2. Josh works in a store that sells stickers for 10¢ each.
Number of stickers 2 4 5 7 9
Amount (in cents)
Divide
3. 18 ÷ 6 = _____ 4. 24 ÷ 4 = _____ 5. 21 ÷ 7 = _____ 6. 20 ÷ 5 = _____
7. 30 ÷ 6 = _____ 8. 48 ÷ 8 = _____ 9. 36 ÷ 9 = _____ 10. 42 ÷ 7 = _____
11. 4 32 12. 5 29 13. 6 41 14. 5 24
15. 7 50 16. 8 40 17. 3 29 18. 2 12
19. 9 55 20. 6 58 21. 4 30 22. 5 43
23. Cathy has 27 stickers. She gives 6 stickers to each of her 4 friends. How many stickers will
she have left?
24. Billy has 40 pieces of candy. He wants to divide them into equal piles of 7. How many will
he have left?
25. Bernadette has 38 dolls. She wants to line them up on 5 shelves. How many complete
shelves will she have?
287
Ten Statements
lesson.
No Ten Statements today.
Free- Choice Lesson
Six- Group Activity
No Six-Group Activity today.
Math Workshop

SC: Apply scient ific method to solve problems
SS: Read and interpret map, charts, tables, graphs, and cartoons
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: No Six-Group Activity today.
288
Technology:
Assessment
Formal
Homework
Teacher Notes
Answer key for test:
Each answer in problems 1 and 2 are worth 3 points. Problems 3-25 are worth 3 points each.
1. 3¢ , 6¢ , 9¢ , 12¢ , 15¢ 2. 20¢ , 40¢ , 50¢ , 70¢ , 90¢ 3. 3

4. 6 5. 3 6. 4
7. 5 8. 6 9. 4
10. 6 11. 8 12. 5R4
13. 6R5 14. 4R4 15. 7R1
16. 5 17. 9R2 18. 6
19. 6R1 20. 9R4 21. 7R2
22. 8R3 23. 3 24. 5
25. 7
289

Structured Curriculum Lesson Plan Day: 033 Subject: Mathematics Grade Level

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STRUCTURED CURRICULUM LESSON PLAN

Day: 033 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6C2

Multiplication and Division

Using the numbers 0, 1, 2, and 10 to multiply

Six-Group Activity: Division (Solve with multiplication)

Educational Strategies/Instructional Procedures

However, a quicker way to do this would be to multiply 6 x 7. 6 x 7 = ? (42)

Have the students solve the following problems.

1. How many days are there in 4 weeks? 4 x 7 = (28)

1. Multiplicand: a number that is multiplied by another number

4. Area: the number of square units inside a figure

1) Multiplying a number by two is the same as doubling the number. (yes)

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Answers for Homework:

four (4+4+4+4+4+4+4+4+4=36); To get the answer using division: 4 36 or 9 36 .

Division (Solving with multiplication)

Copy the study board and use it to reteach the lesson.

Division (Solving with Multiplication)

Day: 034 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6C2; 8D2; 9A1,5; 9D1,2

Multiplication and Division

Continuing practice with multiplication facts 0, 1, 2, and 10

Six-Group Activity: Division (Different ways to write problems)

Educational Strategies/Instructional Procedures

Ask students to volunteer answers to the following multiplication problems:

2 x 1 = (2) 0 x 1 = (0) 2 x 9 = (18) 5 x 1 = (5) 10 x 9 = (90)

Remind students that any number times 0 is always 0.

1. 2× 1=(2) 2. 0× 1=(0) 3. 2× 9=(18)

Read the rules of the game to all the students.

1. This is a multiplication game to help you learn your facts.

If you stop here, Lose a turn

Place card pack here. Read and answer, then put

QUESTIONS USED CARDS

answer side down. cards here, answer side up.

The answer is If the answer is correct The answer is If the answer is

The answer is If the answer is correct The answer is If the answer is

The answer is If the answer is correct The answer is If the answer is

The answer is If the answer is correct The answer is If the answer is

The answer is If the answer is correct The answer is If the answer is

The answer is If the answer is correct The answer is If the answer is

A. Marissa: June 14, 1983 265 340 240

A. 2 hr. B. 1 hr. 50 min

(1,1) (2,4) (3,9) (4,16) (_ _)

The answer is If the answer is correct The answer is If the answer is

The answer is If the answer is correct The answer is If the answer is

The answer is If the answer is correct The answer is If the answer is

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Division (Different ways to write problems)

Copy the study board and use it to reteach the lesson.

Day: 035 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A3

Multiplication and Division

Six-Group Activity: Division (Dividing quotients greater than 10)

Educational Strategies/Instructional Procedures

1. 0 x 4 = (0) 2. 9 x 2 = (18) 3. 0 x 2 = (0)

Recite the multiples of 5 with the class. 5 x 0 = 0, 5 x 1 = 5, 5 x 2 = 10,

5 x 5 = 4 x 5 = 20 + 5 = 25; therefore, 5 x 5 = 25. Have students apply the rule to 7 x 5, and 9 x

Activity: Have students solve the following problems.

1) All multiples of 5 end in 0 or 5. (yes)

Free Choice Lesson

5. ___ = 2 x 8 6. 3 x 6 = _ 7. _ = 5 x 5 8. 0 x 7 = ___

9. 9 x 10 = ___ 10. _ = 5 x 6 11. _ = 6 x 10 12. 8 x 10 = ___

13. 4 x 7 = ___ 14. _ = 5 x 10 15. 3 x 0 = _ 16. 9 x 8 = ___

17. 8 x 1 = ___ 18. 5 x 2 = _ 19. 7 x 6 = _ 20. ___ = 7 x 9