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
590 Unit 7 Multiplication and Division
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
EM3cuG3TLG2_589-593_U07L03.indd 590EM3cuG3TLG2_589-593_U07L03.indd 590 1/23/11 12:26 PM1/23/11 12:26 PM
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
Math Journal 2, p. 162
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
Math Journal 2, p. 163
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.
EM3cuG3TLG2_589-593_U07L03.indd 591EM3cuG3TLG2_589-593_U07L03.indd 591 1/19/11 6:31 PM1/19/11 6:31 PM
592 Unit 7 Multiplication and Division
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
Math Masters, p. 211
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.
Math Masters, p. 212
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
Math Masters, p. 213
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.
EM3cuG3TLG2_589-593_U07L03.indd 592EM3cuG3TLG2_589-593_U07L03.indd 592 1/23/11 12:26 PM1/23/11 12:26 PM
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:
Math Masters, p. 214
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.
EM3cuG3TLG2_589-593_U07L03.indd 593EM3cuG3TLG2_589-593_U07L03.indd 593 1/19/11 6:31 PM1/19/11 6:31 PM
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