fact power in the missing number in each fact triangle. then write the fact family for the triangle....

www.everydaymathonline.com

588 Unit 7 Multiplication and Division

Advance Preparation

Teacher’s Reference Manual, Grades 1–3 p. 199

Fact PowerObjective To guide children as they practice multiplication and

division facts.d

��

Key Concepts and Skills• Use multiplication facts to play

Multiplication Bingo.

[Operations and Computation Goal 3]

• Use multiplication facts to solve

division facts.

[Operations and Computation Goal 3]

• Solve “What’s My Rule?” problems.

[Patterns, Functions, and Algebra Goal 1]

Key ActivitiesChildren practice solving multiplication and

division facts. They play Multiplication Bingo.

Ongoing Assessment: Recognizing Student Achievement Use the Math Message. [Patterns, Functions, and Algebra Goal 1]

MaterialsMath Journal 2, p. 161

Student Reference Book, pp. 293–295

Home Link 7�2

Math Masters, p. 449

per group: 4 each of number cards 1–6 and

10 (from Everything Math Deck, if available)

� per child: 8 pennies or other counters �

half-sheet of paper � slate

Solving Multiplication and Division FactsMath Journal 2, p. 162

Children write fact families and

complete multiplication and division

puzzles.

Math Boxes 7�3Math Journal 2, p. 163

Children practice and maintain skills

through Math Box problems.

Home Link 7�3Math Masters, pp. 211 and 212

Children practice and maintain skills

through Home Link activities.

READINESS

Solving Problems with Multiplication DiagramsMath Masters, p. 213

Children solve number stories using

multiplication diagrams.

ENRICHMENTFinding RulesMath Masters, p. 214

red and blue crayons � calculator (optional)

Children identify and use multiplication and

division rules to fill in Frames-and-Arrows

diagrams.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

588_EMCS_T_TLG_G3_U07_L03_576892.indd 588588_EMCS_T_TLG_G3_U07_L03_576892.indd 588 2/23/11 10:53 AM2/23/11 10:53 AM

Lesson 7�3 589

Rule

× 3

Rule

÷ 5

in out

3 9

2 6

5 15

7 21

Answers vary.

in out

30 6

15 3

25 5

35 7

Answers vary.

Ongoing Assessment: Recognizing Student Achievement

Use the Math Message to assess children’s progress toward finding and

using rules to solve multiplication and division problems. Children are making

adequate progress if they successfully find the rule for and complete the first

table. Some children may be able to complete the second table successfully.

[Patterns, Functions, and Algebra Goal 1]

Math

Message �

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Algebraic Thinking As you discuss the answers in the Math Message, review the relationship between multiplication and division. For example, if the rule is × 3, you would multiply an input number by 3 to find the output. In contrast, you would divide an output number by 3 to find the input. To find the input, given the output 15, you could ask yourself: How many 3s are there in 15? or What number multiplied by 3, equals 15?

Getting Started

Home Link 7�2 Follow-Up Invite children to share their answers to Problems 2, 3, and 4 with the class. Briefly review the × 0 and × 1 rules.

Mental Math and Reflexes Have children practice quick recall of basic multiplication facts. Suggestions:

2 × 7 14 3 × 7 21 4 × 7 28 5 × 7 35

6 × 5 30 6 × 6 36 6 × 7 42 6 × 8 48

3 × 9 27 4 × 9 36 6 × 9 54 7 × 9 63

Math Message �Copy the tables on a half-sheet of paper. Find the missing rule for the first table. Fill in the tables.

PROBLEMBBBBBBBBBBOOOOOOOOOOBBBBBBBBBBBBBBBBBBBBBBBBBB MMMMMEEEEMMMBLEBLLBLEBLELLLBLEBLEBLEBLEBLEBLEBLEBLEEEMMMMMMMMMMMMMOOOOOOOOOOOOBBBBBBBLBLBLBLBLBLLLLLLPROPROPROPROPROPROPROPROPROPROPROPRPPROPRPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPPROROROROROROROOPPPPPPP MMMMMMMMMMMMMMMMMMMEEEEEEEEEEEEELLELEEEEEEEEELLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRRRRRRRPROBLEMSOLVING

BBBBBBBBBBBBBBBBBBBB ELEELEEMMMMMMMMMMOOOOOOOOOOBBBLBLBLBBBLBBBBLROOORORORORORORORORORORORO LELELELEEEEEELEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLRRRRRRRRRRGGGGGGLLLLLLLLLLLLLVINVINVINVINVINVINNNVINVINVINVINNVINVINVINV GGGGGGGGGGGGOLOOOLOOOLOLOO VVINVINLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGGOLOLOLOLOLOLOLOLOOO VVVVVVLLLLLLLLLLLVVVVVVVVVVOSOSOOOSOSOSOSOSOSOOSOSOSOOOOSOOSOSOSOSOSOSOSOSOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVLLLLLLVVVVVVVVVLLLLVVVVVVVVLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSS GGGGGGGGGGGGGGGGOOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIISOLVING

EM3cuG3TLG2_589-593_U07L03.indd 589EM3cuG3TLG2_589-593_U07L03.indd 589 1/23/11 12:25 PM1/23/11 12:25 PM


Adjusting the Activity

Multiplication BingoLESSON

7�3

Date Time

Read the rules for Multiplication Bingo on pages 293 and 294 in the Student

Reference Book.

Write the list of numbers on each grid below.

List of numbers

1 9 18 30

4 12 20 36

6 15 24 50

8 16 25 100

Record the facts you miss.

Be sure to practice them!

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

EM3MJ2_G3_U07_157-179.indd 161 1/18/11 3:34 PM

Math Journal 2, p. 161

Student Page

Multiplication Bingo (Easy Facts)

Materials � number cards 1–6 and 10 (4 of each)� 1 Multiplication Bingo game mat for

each player (Math Masters, p. 449)� 8 counters for each player

Players 2 or 3

Skill Mental multiplication skills

Object of the game To get 4 counters in a row, column,or diagonal; or 8 counters anywhere on the game mat.Directions

1. The game mat is shown below. You can make yourown game mat on a piece of paper. Write each of the numbers in the list in one of the squares on thegrid. Don’t write the numbers in order. Mix them up.

2. Shuffle the number cards and place the deck number-side down on the table.

Games

List of Numbers

1 18

4 20

6 24

8 25

9 30

12 36

15 50

16 100

Multiplication BingoGame Mat

Student Reference Book, p. 293

Student Page

3. Players take turns. When it is your turn, take the top 2 cards and call out the product of the 2 numbers. Ifsomeone does not agree with your answer, check it byusing the Multiplication/Division Facts Table on page 52in your Student Reference Book or the inside front coverof your journal.◆ If your answer is incorrect, you lose your turn.◆ If your answer is correct and the product is a

number on your game mat, place a counter on thatnumber. You may only place a counter on your gamemat when it is your turn.

4. If you are the first player to get 4 counters in a row,column, or diagonal, call out “Bingo!” and win thegame! You can also call “Bingo!” and win if you get 8 counters anywhere on your game mat.

If all the cards are used before someone wins, shuffle thecards again and keep playing.

Games

A player could call out “Bingo!” with any ofthese game mats:

8 countersanywhere4 counters in a row, column, or diagonal

Student Reference Book, p. 294

Student Page

� Playing Multiplication Bingo WHOLE-CLASS ACTIVITY

(Math Journal 2, p. 161; Student Reference Book,

pp. 293–295; Math Masters, p. 449)

As a class, read the rules for Multiplication Bingo on Student Reference Book, pages 293 and 294. Model a few rounds for the class. Remind children to use the familiar fact shortcuts that were reviewed in Lesson 4-5 to help them find products they have not yet memorized.

For the first two games they play, children will record the results in their journals. For future games, they may use Math Masters, page 449 or draw their own grids on a sheet of paper.

There are two versions of Multiplication Bingo. The first focuses on the

1s, 2s, 3s, 4s, 5s, 6s, and 10s multiplication facts. The second focuses on all the

multiplication facts and is described on Student Reference Book, page 295. Have

children play the appropriate version.

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


Multiplication/Division PracticeLESSON

7�3

Date Time

Fill in the missing number in each Fact Triangle.

Then write the fact family for the triangle.

8 6

48×,÷

1.

8 × 6 = 48

6 × 8 = 48

48 ÷ 8 = 6

48 ÷ 6 = 8

2.

9 × 7 = 63

7 × 9 = 63

63 ÷ 9 = 7

63 ÷ 7 = 9

9 7

63

×,÷

Complete each puzzle.

Example:

3. 4.

5. 6. 7.

�,� 3 5

4 12 206 18 30

�,� 2 6

3 6 186 12 36

�,� 3 5

2 6 108 24 40

�,� 7 9

2 14 185 35 45

�,� 3 4

3 9 124 12 16

�,� 4 6

2 8 126 24 36

EM3MJ2_G3_U07_157-179.indd 162 1/19/11 4:38 PM


Student Page

Lesson 7�3 591

5. Fill in the blanks for this

×,÷ puzzle.

3. Draw a ray � AB that is parallel to

the line �

� CD and intersects the

line segment _

EF .

Date Time

2. Draw an array of 27 Xs arranged in

3 rows.

How many Xs in each row? 9

Write a number model for the array.

3 × 9 = 27

4. Write a number model for your

ballpark estimate:

Sample answer:

900 − 500 = 400

Subtract and show your work:

1. This is a picture of a

cube. What do you

know about this shape?

Sample answer:

A cube has 6 faces. Each

face is a square. Each face

is the same size.

Math BoxesLESSON

7 �3

112114 115

99 100

52 53

64 65

60–63

Sample answer:

C D

F

EA B926

− 538

388

�, � 5 78 40 569 45 63

6. Divide each figure into 4 equal parts.

Sample answers:

EM3MJ2_G3_U07_157-179.indd 163 1/18/11 3:35 PM


Student Page

2 Ongoing Learning & Practice

� Solving Multiplication INDEPENDENTACTIVITY

and Division Facts(Math Journal 2, p. 162)

For Problems 1 and 2 on the journal page, children complete the Fact Triangles and write fact families for each. For Problems 3–7, explain that each puzzle is part of a multiplication and division table. In the first three puzzles, children fill in products only. In the last two puzzles, they fill in factors and products.

� Math Boxes 7�3 INDEPENDENTACTIVITY

(Math Journal 2, p. 163)

Mixed Practice The Math Boxes in this lesson are paired with Math Boxes from Lesson 7-1. The skill in Problem 6 previews Unit 8 content.

Writing/Reasoning Have children write the answer to the following: Look at Problem 3: Explain how rays and lines are alike and how they are different. Sample answer:

A line is a straight path that extends forever in both directions, and a ray is a straight path that extends forever in one direction. A line can be named by any 2 of its points. The name of a ray must begin with its end point.



Multiplication Bingo (Easy Facts)

Today the class learned to play Multiplication Bingo. This game is a good way to practice themultiplication facts. Ask your child to show you how to play the game; then play a couple ofgames. When your child is ready to practice harder facts, use the cards and list of numberson the next page. Encourage your child to keep a record of the facts he or she misses.

Keep this Home Link at home.

Name Date Time

FamilyNote

Materials � number cards 1–6 and 10 (4 of each)

� 8 pennies or other counters for each player

� game mat for each player

Players 2 or 3

Directions

1. Write each of the following numbers in any order in one of the squares on a

game mat: 1, 4, 6, 8, 9, 12, 15, 16, 18, 20, 24, 25, 30, 36, 50, 100.

2. Shuffle the number cards. Place the cards facedown on the table.

3. Take turns. When it is your turn, take the top 2 cards and call out the

product of the 2 numbers. If the other players do not agree with your

answer, check it using a calculator.

4. If your answer is correct and the product

is a number on your grid, place a

penny or a counter on that number.

5. If your answer is incorrect, you lose

your turn.

6. The first player to get 4 counters in a

row, column, or diagonal or 8 counters

on the game mat calls out Bingo! and

wins the game.

If all the cards are used before

someone wins, shuffle the cards

again and keep playing.

HOME LINK

7�3


Home Link Master

Multiplication Bingo (All Facts)

Follow the same rules as for Multiplication Bingo, with the following exceptions:

� Use a deck of number cards with 4 cards each for the numbers 2 through 9.

� Write each of the numbers in the list in one of the squares on the

grid. Don’t write the numbers in order.

Name Date Time

HOME LINK

7�3

List of numbers

24 35 48 63

27 36 49 64

28 42 54 72

32 45 56 81

Record the facts you miss. Be sure to practice them.


Home Link MasterName Date Time

For each problem, fill in the diagram. Use a question mark to show the

unknown part in the diagram. Write a number model and solve the problem.

1. Jo had 24 markers. Markers come in boxes of 8. How many boxes

did she buy?

Number model: Answer: 5 flags

Number model: Answer: 3 boxes

2. Franklin was trying to figure out how many eggs his mom bought. She

bought 4 cartons with one dozen eggs in each.

Number model: Answer: 48 eggs

3. Mr. Lee has 25 meters of string for hanging flags from the ceiling. He

needs 5 meters of string for each flag. How many flags can he hang?

24 ÷ 8 = ? or

4 × 12 = ? or

25 ÷ 5 = ? or

Problems with Multiplication DiagramsLESSON

7�3

boxes markersper box

markersin all

? 8 24

cartons eggsper carton

eggsin all

4 12 ?

flags metersper flag

metersin all

? 5 25

? × 8 = 24

12 × 4 = ?

? × 5 = 25

EM3MM_G3_U07_206-236.indd 213 1/22/11 10:58 AM


Teaching Master

� Home Link 7�3 INDEPENDENTACTIVITY

(Math Masters, pp. 211 and 212)

Home Connection Children play Multiplication Bingo with someone at home. Families are not expected to return these Home Link pages to school. They should be kept at home for continued practice.

3 Differentiation Options

READINESS INDEPENDENTACTIVITY

� Solving Problems with 5–15 Min

Multiplication Diagrams(Math Masters, p. 213)

To explore the connections between multiplication and division, have children solve number stories using multiplication diagrams. After children complete the

page, have them describe how they decided whether to use multiplication or division to solve a problem.


Lesson 7�3 593

Page TitlePage TitlePage TitlePage TitlePage TitleLESSON

7�3

Name Date Time

Frames-and-Arrows Puzzles

Each puzzle has two rules. For each puzzle, color the arrow for one rule red and

color the arrow for the other rule blue. For Problems 1 through 3, figure out where

to place the rules to solve the problems. You may use your calculator.

1.

2. Find another way.

3.

4. Make up a puzzle. Ask a partner to solve it.

273 243 81 279 9

�9 �3

936 54 3246 81

�6 �4

72981 243 81 279 9

�9 �3Sample

answers:


Teaching Master

ENRICHMENT INDEPENDENTACTIVITY

� Finding Rules 5–15 Min

(Math Masters, p. 214)

Algebraic Thinking To apply children’s understanding of multiplication and division, have them complete two-rule Frames-and-Arrows puzzles on Math Masters, page 214. Note that the arrows will not always alternate ABAB. Have children color code their arrow rules with crayons to distinguish one from another. When children have finished the page, discuss their solution strategies.


Copyright

© W

right

Gro

up/M

cG

raw

-Hill

213

Name Date Time

For each problem, fill in the diagram. Use a question mark to show the

unknown part in the diagram. Write a number model and solve the problem.

1. Jo had 24 markers. Markers come in boxes of 8. How many boxes

did she buy?

Number model: Answer: flags

Number model: Answer: boxes

2. Franklin was trying to figure out how many eggs his mom bought. She

bought 4 cartons with one dozen eggs in each.

Number model: Answer: eggs

3. Mr. Lee has 25 meters of string for hanging flags from the ceiling. He

needs 5 meters of string for each flag. How many flags can he hang?

Problems with Multiplication DiagramsLESSON

7�3

boxes markersper box

markersin all

cartons eggsper carton

eggsin all

flags metersper flag

metersin all

EM3MM_G3_U07_206-236.indd 213EM3MM_G3_U07_206-236.indd 213 1/22/11 10:58 AM1/22/11 10:58 AM

fact power in the missing number in each fact triangle. then write the fact family for the triangle....

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