Lesson 2: Multiplication Facts

Performance Objective: Given different strategies to use and an empty multiplication chart,

students will be able to identify and fill in at least 115 out of 144 facts correctly.

Resources or Materials Needed: Multiplication chart (see appendix A:2), exit ticket

Time: 60 minutes

Step 1 Pre-Instructional Activities: Review the previous day’s discussion and activities. What

does multiplication mean? How does it connect to addition? Review the steps to follow when

working through a problem. We need to put our problem into context and make sense of the

context. This needs to be followed by pictorial or physical representations. Ask the learners

quickly discuss what their personal meaning of multiplication was the previous day, as a

refresher and attention getter.

Step 2: Content Presentation: Write the objective on the board and review what it says. Have

the students brainstorm different strategies or tips and tricks they have learned to help remember

certain facts. After discussing them, the guide them through a few simple strategies to find basic

facts and then how to find the other facts off of that. These include:

 0 x number = 0

 1 x number = that number

 2 x number = doubled

 3 x number = tripled

 4 x number = double doubled

 5 x number = count by 5’s

 10 x number = the number followed by 0 (20)

 11 x number = that number twice (33)

 12 x number = 11 x that number plus that number

To find other numbers, just count up or count down. For example, to find 6 x 4, do 5 x 4 and then

add 5. The same works for sevens, eights, twelves, etc. Find a fact that is known and then add

accordingly to find the fact that is needed. Write these strategies on the board and have them

copy them into their notebooks. Instruct each student to focus on practicing the ones they don’t

know such as their 4’s, 7’s, etc.

Step 3: Feedback: Throughout the presentation of the strategies, ask the students to discuss,

practice and try out some of the different strategies. Monitor and walk around the room. Have the

students practice their facts and list the ones they don’t know. Then have them choose one to

start with and try one of the previously discussed strategies to work on those. The students will

then continue practicing finding their facts to see how many they can find in the time allotted.

Step 4: Assessment: Empty multiplication chart to be filled out as much as possible. No time

limit. (See Appendix B:2)

Step 5: Practice: Once the students have filled out as much of the chart as they can, they will be

directed to Math Playground. Allow the student to choose any multiplication game they would

like to play. Remind them to stay on task and make sure they are focusing on the math aspect of

the game.