UNIT PREPARATION

Find a place to display a large monthly calendar for students to see and write on. As a daily routine, students will record their thinking on this calendar as they explore patterns in factors and multiples. See Unit 3 Lesson 5.

Display the class number line (0–130) where students can see and reach it with a pointer.

Attach a desk number line (0–100) to each student's desk to use throughout the year.

Display the Math Practices page where all students can see it.

Have the following tools readily available for the Daily Practice and Problems items in this unit:

LESSON SESSIONS DESCRIPTION SUPPLIES

LESSON 1

Lizardland Problems

 1–2 Students solve problems involving multiplication by using clues they find in a drawing of the Lizardland Amusement Park. They write and solve their own multiplication problems about the drawing.
  • calculators
  • number lines
  • counters or connecting cubes
  • chart paper

LESSON 2

Constant Hoppers

 1 Constant hoppers are special math hoppers that always jump the same number of units on a number line. Using this context, students solve problems that further their study of multiplication. By using repeated jumps on the number line, students can connect multiplication to repeated addition.
  • number lines
  • chart paper

LESSON 3

Handy Facts

 2 Students generate the multiplication facts for 0, 1, 2, 3, 5, and 10 using constant hoppers on number lines and counting strategies. They record the facts on a blank multiplication table and look for patterns in the table entries. Students use nickels and dimes as a natural context for practicing the facts for 5 and 10.
  • number lines
  • counters
  • chart paper

LESSON 4

Multiplication and Rectangles

 3 Students arrange square-inch tiles into rectangles to find factors of 6, 12, and 18. They turn the rectangles around and learn that changing the order of the factors in a multiplication sentence does not change the product (e.g., 3 × 6 = 18 and 6 × 3 = 18). Students build squares with their tiles to derive the square number multiplication facts and look for patterns among square numbers.
  • crayon or marker
  • scissors
  • square-inch tiles
  • My Multiplication Table from Lesson 3
  • clear plastic spinner or pencil and paper clip
  • Patterns for Remembering the Facts chart from Lesson 3

LESSON 5

Completing the Table

 2–3 Students learn how to use Triangle Flash Cards to practice the multiplication facts and track their progress using their Multiplication Facts I Know charts. In this unit, students focus on developing fluency with the multiplication facts for the 5s and 10s. Students also develop the doubling strategy and the break-apart product strategy to complete the multiplication tables they began in Lesson 3.
  • scissors
  • crayons or colored pencils
  • counters
  • calculators
  • My Multiplication Table from Lessons 3 and 4
  • Patterns for Remembering the Facts chart from Lessons 3 and 4

LESSON 6

Division in Lizardland

 2 Students solve problems about the Lizardland Amusement Park involving division. They look at the relationship between multiplication and division and discover there is no turn-around rule for division. They also investigate division involving zero.
  • counters
  • My Multiplication Table

LESSON 7

Stencilrama

 3 Students investigate the relationship between the number of stencils in a paper border and the length of the border. Students use this context to solve multiplication and division problems. This context also provides an opportunity for students to use patterns in a data table to make predictions.
  • colored markers or crayons
  • index cards
  • scissors
  • long paper
  • inch ruler
  • sample border designs
  • chart paper

LESSON 8

Multiplication Number Sentences

 2 In Part 1, students complete open number sentences using their multiplication tables and the Patterns for Remembering the Facts chart. In Part 2, students complete Function Machines involving multiplication. For Part 3, students read Cipher Force, a story about a team of four superheroes and their sidekick. The superheroes—Multiply by Zero, Divide by Zero, Add Zero, and Subtract Zero—embody basic operations with zero. Several silly adventures show what happens when you use these operations with zero.
  • square-inch tiles
  • counters
  • number lines
  • Patterns for Remembering the Facts chart from Lessons 3–6

LESSON 9

Multiples of Tens and Hundreds

 1–2 Using base-ten pieces and Function Machines, students investigate and practice multiplication by multiples of 10 and 100.
  • calculators
  • base-ten pieces

LESSON 10

Workshop: Strategies for Multiplication Facts

 1–2 In this Workshop, students focus on developing strategies for solving the multiplication facts. Students discuss strategies they have developed for the multiplication facts, decide which facts strategies still need to be developed, and learn a game that can be used to practice their multiplication facts.
  • paper clips
  • game markers, two colors
  • chart paper

LESSON 11

Midyear Test Review

 1 Students take a paper-and-pencil test that assesses skills and concepts studied in the first eight units.
  • rulers
  • individual clocks
  • number lines
  • base-ten pieces

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Suggested Titles

  • Bartok, Mira, and C. Ronan. Stencils: West Africa, Ghana, Ancient Japan, and Anciant Mexico. Good Yeark Books, Glenview, IL, 1996.
  • Carroll, Lewis. Alice's Adventures in Wonderland. Illustrated by Helen Oxenbury. 1st Candlewick Press Edition. Candlewick Press, Cambridge, MA, 1999.
  • Hulme, Joy N. Sea Squares. Hyperion Books for Children, New York, 1993.
  • Xiong, Blia. Nine-in-One, Grr! Grr! Children's Book Press, San Francisco, 2001.

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Resources

  • Appleton, Le Roy H. American Indian Design and Decoration. Dover Publications, New York, 1971.
  • Sieber, Roy. African Textiles and Decorative Arts. The Museum of Modern Art, New York, 1974.
  • Washburn, Dorothy K., and Donald W. Crowe. Symmetries of Culture: Theory and Practice of Plane Pattern Analysis. University of Washington Press, Seattle, 1991.
  • Zaslavsky, Claudia. “Symmetry and Other Mathematical Concepts in African Life.” In Applications in School Mathematics (1979 Yearbook), Sidney Sharron. National Council of Teachers of Mathematics, Reston, VA, 1979.