Goal 4 - NUMBER
3 - 5 Benchmarks:
GRADE LEVEL STANDARDS
Multiplication is a critical step in their math learning stairs.
Success in all future math learning is contingent upon acquisition of this skill.
Why is multiplication necessary?
How is addition related to multiplication?
How is multiplication related to division?
What is the Commutative Property of Multiplication and why is it
What essential vocabulary words are necessary to communicate
Why is it important to use a strategic approach for acquisition of
the basic multiplication facts?
7) Would you rather memorize 81 facts or 15 facts?
Students will develop and use
number sense to investigate characteristics of numbers in a variety of
forms and models of operation.
will model the operations of addition and multiplication on rational
a variety of strategies, the student will recall multiplication facts
Each student will be able to:
demonstrate concrete understanding of the concept of multiplication
by: (a) building/drawing arrays representing problems using groups and
objects in a group with concrete materials, drawing, and creating color
coded tables in Microsoft Word.
Tiered Activities to Address Individual Learning Differences:
Math Station One:
(Less Advanced Learners)
Students build multiplication problems concretely:
(a) Make arrays using paper plates to represent the groups and beans to represent the objects in a group.
(b) Make arrays using baking cups to represent the groups and elbow macaroni to represent the objects in a group.
(c) Make arrays using string to represent the groups and paper clips to represent the objects in a group.
Math Station Two:
(For students performing at or near grade-level)
Students build multiplication problems semi-abstractly:
(a) Draw arrays depicting given multiplication problems using colored utensils (pencils, markers, etc.)
(b) Complete the Multiplication Learning Sheets that have blank boxes in groups where students have to write the multiplication problem that it represents, then color in the squares to depict the given array.
Math Station Three:
(More Advanced Learners)
Students build multiplication problems abstractly:
(a) Students locate arrays around the classroom (light fixtures, windows, work station icons, etc.). Students record their observations in a log to share with their peers.
(b) Using Microsoft Word, students create color-coded tables to represent given multiplication problems. They print these tables, then compile their tables into an array book.
explain the “Math Learning Stairs”: (a) how each skill is
sequential, and (b) how addition, subtraction, multiplication and division
are related: inverse operations and multiplication is repeated addition
(sums) and division is repeated differences.
write related addition and multiplication problems.
a multiplication table and apply the (a) Commutative Property of
Multiplication, (b) the 0, 1, 2, 5, and 9 times rules.
factors, products, multiples, common factors and least common factors.
recite Miss Larsen’s strategies or other self-generated strategies to assist with recall and memorization of the 15 facts.
acquire basic facts through the use of Miss Larsen’s Strategic Multiplication flashcards or other commercial flash- cards.
progress through the multiplication unit Learning Sheets.
through leveled Precision Math tests.
utilize Internet resources for learning activities.
Students will be evaluated in the
show they can build arrays.
Explain the Commutative Property of Multiplication.
Explain why multiplication is necessary.
(1) Vocabulary Test:
Precision Math Tests to assess acquisition of basic facts through
(3) Precision Math Tests to assess fluency in basic facts through 9.
Observations during discussions.
in class activities.
through Precision Math tests.
Progression through Multiplication Unit Learning Sheets.
Students will ask themselves:
“Am I progressing through the
Precision Math Test unit at a reasonable rate?”
“Am I progressing through the
Multiplication Unit Learning Sheets at a reasonable rate?”
“Am I getting faster and faster
(becoming more fluent) in the recall of my basic multiplication facts?”
“Have I practiced enough times
that this new learning has become a part of my lifelong learning?
Will I be able to recall the facts quickly and efficiently