You're On a Roll! Practicing Multiplication Facts
- Students will be able to solve multiplication facts up to the number six.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
- Begin the lesson by asking students the answer to basic multiplication facts. Start with easy facts, and then work your way up to harder problems.
- Ask students what strategies they use to memorize their times tables.
- Explain that most math memorization happens best with lots of practice. Tell your class that today, you will be showing them a fun, hands-on way to practice multiplication facts up to the number six.
Explicit Instruction/Teacher modeling(10 minutes)
- Grab a pair of dice and a printout of the Answer Mat to model the game for your students.
- Show your class the pair of dice, and toss them. Tell them what numbers you rolled. For example, "I just rolled a four and a six."
- Draw the number of dots you rolled on the board as a multiplication math sentence. For example, draw four dots, a multiplication sign, then six dots, and an equal sign.
- Ask the students to solve your equation. For example, "What is 4 x 6 = ?"
- Accept student answers, and provide feedback as necessary. Then, model rolling and setting up the problem again.
- Show the students the answer mat. Find the squares with the answers to the two dice rolls (if applicable) and shade them in.
- Tell the students they will be practicing their math facts by rolling the dice and shading in the answer on the mat. Students can only shade in a square if the product, or multiplication total, of the two dice equals a number on the mat. For example, if a student rolls a three and a five, they can only shade in 15 on their mat if it is a number in a square.
Guided Practice(15 minutes)
- Choose a student volunteer to repeat the process with their own pair of dice and answer sheet.
- Tell the class that they will be practicing their math facts by rolling the dice and shading in the answer on the mat.
- Remind students that they can only shade in a square if the product of the two dice equals a number on the mat. For example, if a student rolls a three and a five, they can only shade in 15 on their mat if it is a number in a square.
Independent working time(15 minutes)
- If you'd like the class to work in partners, pair them off now. Otherwise, skip this step.
- Pass out a pair of dice and an Answer Mat to each student, or pair of students, depending on how you've structured the activity.
- Walk the room and monitor students to make sure they are practicing correctly.
- Students will often roll the same two numbers more than once. Inform them they should keep rolling until they are able to shade in all spaces on the answer mat.
- If students are working in pairs, encourage them to compete and see who can fill in the answer mat first. If you'd like, you can incentivize this game with a prize.
- Enrichment: Have students who need more of a challenge work on the Multiplication Table worksheet. Encourage them to think about what strategies they can use to solve these problems.
- Support: Students who need more support should be encouraged to draw out each roll of the dice. This way, they can visualize the answer to each multiplication problem more easily.
- Have students take out whiteboards and whiteboard markers.
- Call out a multiplication fact and have them record their answer on the whiteboard. Instruct them to display their answer to you and quickly check to see which students are correct.
- Ask a nonvolunteer to explain why the answer is correct.
Review and closing(5 minutes)
- To conclude the lesson, remind students that multiplication facts are an essential math skill.
- Ask students about this technique for memorizing math facts. Us questions such as:
- What did they like about it?
- Are there other techniques that your students like better?
- Gather as many suggestions for memorizing math facts as you can. This will help inform what kinds of activities resonate with your class.