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278 Unit 4 Multiplication and Division

Advance PreparationReview the game Baseball Multiplication. Either make a transparency of the Baseball Multiplication

Game Mat (Math Masters, page 443) or copy all the information onto the board. While children are

learning the game, it is helpful for them to have copies of the game mat.

Key Concepts and Skills• Practice multiplication facts.

[Operations and Computation Goal 3]

• Use the Commutative Property of

Multiplication (the turn-around rule), the

Multiplicative Identity, and the Zero

Property of Multiplication to generate

multiplication facts.

[Patterns, Functions, and Algebra Goal 4]

Key ActivitiesChildren practice multiplication facts while

playing Baseball Multiplication.

Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal 6]

MaterialsStudent Reference Book, pp. 274 and 275;

pp. 276 and 277 (optional)

Home Link 4�6

transparency of Math Masters, p. 443

(optional) � slate � half-sheet of paper � per

group (2 teams): Math Masters, pp. 443 and

444 (optional), 2 six-sided dice, 4 pennies or

other counters, 1 twelve-sided die (optional)

Practicing with ×, ÷ Fact Triangles×, ÷ Fact Triangles

Children practice multiplication and

division with Fact Triangles.

Math Boxes 4�7Math Journal 1, p. 91

Children practice and maintain skills

through Math Box problems.

Home Link 4�7Math Masters, p. 104

Children practice and maintain skills

through Home Link activities.

READINESS

Practicing Multiplication Facts with ArraysMath Masters, p. 105

Children list facts and products for target

factors. They draw arrays for facts they

need to practice.

ENRICHMENTMaking Arrays for 24Math Masters, p. 416

counters

Children explore all possible rectangular

arrays with 24 counters.

EXTRA PRACTICE

Exploring Properties of Multiplicationdie � paper � calculator (optional)

Children investigate whether the product in

multiplication number sentences is affected

when they change the order in which they

multiply the factors.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

Baseball MultiplicationObjective To practice multiplication facts.

��

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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Lesson 4�7 279

�

Mental Math

and

Reflexes �

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Volunteers share their solution strategies and number models for the Math Message. Sample answer: 45 ÷ 9 = 5, 9 × 5 = 45

Poll the class to see how many children are baseball fans. Explain that today they will learn a math game with rules similar to those in baseball, but that playing the game does not depend on knowing baseball rules. To assist children who are unfamiliar with baseball terms, provide a photo of a baseball field that clearly shows the diamond. You, or a child who is familiar with baseball, may use it to describe the game. Include a discussion of the baseball terms strike, out, run, batting, and pitching.

Getting Started

Math Message How many baseball teams of exactly 9 players each can be formed from 45 players? Write a number model.

Home Link 4�6 Follow-Up Volunteers take turns reading the fact families for Problems 4, 5, and 6. As children read each fact, have them cover up the product or quotient.

Mental Math and ReflexesPose equal-sharing and equal-grouping number stories. Provide manipulatives as needed. Children record their answers on half-sheets of paper. They share their solution strategies with the class.

Suggestions:

Ice-cream bars come 10 to a package. There are 30 ice-cream bars. How many packages are there? 3 packages

There are 24 cookies. Each child will get 6 cookies. How many children are there? 4 children How many cookies are left over? 0 cookies

5 children share 17 pencils equally. How many pencils does each child get? 3 pencils How many pencils are left over? 2 pencils

Ongoing Assessment:

Recognizing Student Achievement

Use Mental Math and Reflexes to assess children’s progress toward using

equal sharing and equal grouping to demonstrate the meaning of division.

Children are making adequate progress if they are able to solve the

and problems with or without manipulatives. Some children may be

able to solve the problems with or without manipulatives. They also

may be able to supply the number models for the stories.

[Operations and Computation Goal 6]

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Adjusting the Activity

Math Masters, p. 443

Game Master

Games

Baseball MultiplicationMaterials � 1 Baseball Multiplication game mat

(Math Masters, p. 443)� 2 six-sided dice� 4 counters

Players 2 teams of one or more players eachSkill Multiplication facts 1 to 6Object of the game To score more runs in a 3-inning game.Directions

The rules are similar to the rules for baseball, but thisgame lasts only 3 innings. In each inning, each team batsuntil it makes 3 outs. Teams flip a coin to decide who batsfirst. The team with more runs when the game is over wins.

Members of the team not at bat taketurns “pitching.” They roll the two dice to get 2 factors.Players on the “batting” team take turns multiplying the2 factors and saying the product.The pitching team checks the product. (Use a calculator or the Multiplication/Division Facts Table on page 52.) Anincorrect answer is a strike, and another pitch (dice roll) isthrown. Three strikes make an out.

If the answer is correct, the batter checks theScoring Chart on the game mat. If the chart shows a hit,the batter moves a counter to a base as shown in theScoring Chart. Runners already on base are moved aheadof the batter by the same number of bases. A run is scoredevery time a runner crosses home plate.

Student Reference Book, p. 274

Student Page

� Introducing Baseball WHOLE-CLASS ACTIVITY

Multiplication(Student Reference Book, pp. 274 and 275; Math Masters, p. 443)

Explain that the game, Baseball Multiplication, is one way to practice multiplication facts. Players use multiplication facts to score runs in the game. To support English language learners, discuss the game of baseball, providing visuals such as video, pictures, and actual equipment. During the discussion, be sure to review terms necessary to play Baseball Multiplication, bat, ball, run, out, bases, pitcher, batter. To teach the game, divide the whole class into two teams and play an inning. Flip a coin to decide which team will bat first.

Have children follow along on pages 274 and 275 in the Student Reference Book as you explain the rules. Display a transparency of the game mat, or refer to the same information on the board.

NOTE While children are learning to play Baseball Multiplication, it is helpful

for them to have copies of Math Masters, page 443. After children are familiar

with the game, they can make their own baseball diamond, scoreboard, and

runs-and-outs tally.

� Playing Baseball Multiplication SMALL-GROUP ACTIVITY

(Student Reference Book, pp. 274–277;

Math Masters, pp. 443 and 444)

Small groups or partners form teams and play Baseball Multiplication. While children are playing the game, remind them to use the multiplication by 1 shortcut. Ask: If a score of 5 or less is an out, what are some “pitches” that would result in an out? Sample answer: Rolling a 1 on one die and a 1, 2, 3, 4, or 5 on the other die would result in an out. Rolling two 2s would also result in an out.

The basic game uses facts through 6 × 6. The advanced version of

Baseball Multiplication, described on pages 276 and 277 in the Student

Reference Book, uses products up to 12 × 12. Children use Math Masters, page

444 to keep score.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

ELL


5. Draw a shape with an area of11 square centimeters.

3. Use counters to solve.

Some children are sharing 22marbles equally. Each child gets6 marbles. How many childrenare sharing?

How many marbles are left over?

4 marbles

3 children

Date Time

2. Maximum heightof seedlings:

Minimum heightof seedlings:

Range of seedling heights:

6 cm

2 cm

8 cm

4. Fill in the number grid.

6. Use �, �, or �.

$40.75 $47.05

$0.86 $8.00

$31.02 $31.20

$107.40 $97.40�

�

�

�

1. Draw Xs in a 5-by-9 array.

How many Xs?

Write a number model for the array.

5 � 9 � 45

45 Xs

Math BoxesLESSON

4� 7

64 65

73

79 86

7–9

154–156 13 36

A B C D

Seedlings

0

2

4

6

8

10

Cen

timet

ers

Heights ofSeedlings

(unit)

(unit)

3,039

3,0503,060

3,0693,079

3,0903,100

Sample answer:

Math Journal 1, p. 91

Student Page

Name Date Time

Family Note text

Please return this Home Link to school tomorrow.

FamilyNote

000 000

Your child continues to practice multiplication in school. You can help by stressing therelationship between multiplication and division: With the three nonzero numbers in amultiplication fact, two division facts can be formed. Fact Triangles are designed tohelp children understand this concept.

Please return this Home Link to school tomorrow.

Write the fact family for each Fact Triangle.

1.

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4.

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� � 7428472828472874

5630653030563065

2.

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5.

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� � 9872897272987289

3824832424832438

3.

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6.

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� � 6742764242674276

2918921818291892

5 6

30

�,�8 3

24

�,�2 9

18

�,�

4 7

28

�,�9 8

72

�,�6 7

42

�,�

Fact FamiliesHOME LINK

4�7

FamilyNote

54 55


Home Link Master

Lesson 4�7 281

2 Ongoing Learning & Practice

� Practicing with PARTNER ACTIVITY

×, ÷ Fact TrianglesAt first, children should limit themselves to finding products. That is, one partner covers the number below the large dot, and the other gives the product of the uncovered factors. When children are well on their way to learning products, they can cover one of the other two numbers to practice finding missing factors.

� Math Boxes 4�7 INDEPENDENTACTIVITY

(Math Journal 1, p. 91)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 4-5. The skill in Problem 6 previews Unit 5 content.

Writing/Reasoning Have children write an answer to the following: For problem 2, explain how you found the range. Sample answer: I subtracted the minimum or

the lowest seedling height from the maximum or the highest seedling height.

� Home Link 4�7 INDEPENDENTACTIVITY

(Math Masters, p. 104)

Home Connection Children complete fact families for multiplication and division Fact Triangles.



Name Date Time

Centimeter Grid Paper


Teaching Aid Master

LESSON

0�0

Name Date Time

LESSON

4�7

List the times ______ facts. If you are not sure of a fact, draw an array

with Os or Xs.

1. 2 × ___ = ___

2. 3 × ___ = ___

3. 4 × ___ = ___

4. 5 × ___ = ___

5. 6 × ___ = ___

6. 7 × ___ = ___

7. 8 × ___ = ___

8. 9 × ___ = ___

9. 10 × ___ = ___

Talk to a partner about the patterns you find in your list.

Practice with Facts and Arrays

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Teaching Master

3 Differentiation Options

READINESS INDEPENDENTACTIVITY

� Practicing Multiplication 5–15 Min

Facts with Arrays(Math Masters, p. 105)

To provide experience with arrays that represent basic facts, have children list basic facts and their products on Math Masters, page 105 and draw arrays for the facts they don’t know.

ENRICHMENT INDEPENDENTACTIVITY

� Making Arrays for 24 5–15 Min

(Math Masters, p. 416)

To apply children’s knowledge of arrays, have them arrange 24 counters in as many different rectangular arrays as possible. They draw each array and write the number model on centimeter grid paper. Have children describe each array they drew. Encourage them to use vocabulary like row, column, equal, and so on.

EXTRA PRACTICE PARTNER ACTIVITY

� Exploring Properties of Multiplication

To provide practice applying the Commutative and Associative Properties of Multiplication, have children roll a die 3 times to generate three 1-digit numbers and record them on paper. Then, using the numbers as factors, they write as many different number sentences as they can and calculate the product for each. Children may use calculators to find the products. For example, the factors 3, 6, and 2 can be used to write the following number sentences: 3 × 6 × 2 = 36; 3 × 2 × 6 = 36; 6 × 3 × 2 = 36; 6 × 2 × 3 = 36; 2 × 3 × 6 = 36; 2 × 6 × 3 = 36. After children have finished finding products for their number sentences, have them compare and discuss results. They should notice that each product is the same regardless of the order of the factors.

As time permits, have children continue to generate factors and number sentences.

NOTE Children in Third Grade Everyday Mathematics are not expected to use

the formal terms for these properties.

Planning Ahead

For Exploration C in Lesson 4-8, make fact platters from large, round pizza cardboards, poster boards, or construction paper. Cut a hole in the center. Divide the platter into 10 sectors and write the numbers 1 to 10—not in consecutive order. (See page 286.)

5–15 Min

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