Math Lesson #1

Learning Objectives: Students will be

able to recall a variety of
multiplication facts based on repetition
and peer support.

Materials and Preparation

Dice (1 per student)
Timer (1 per student)
Deck of cards (1 per student)
Assessment sheet
Roll it and Slap it worksheet
Pencils
Clipboards (optional)
Multiplication table

Lesson
Introduction (5 minutes)

Explain to your students that they will refresh their multiplication skills with a game.
Have volunteers call out various multiplication facts that they know to get warmed up.

Explicit Instruction/Teacher Modeling (10 minutes)

Take the face cards out of the decks before playing the game.
Put your students into groups.
To determine who starts the game, have each student roll the dice. The person with the
largest number will go first.
Instruct someone in each group besides the roller to begin the timer as soon as the student
rolls for his turn.
When the first student rolls the dice, have him write down the number on his sheet. Then,
direct him to count out the number of cards that the dice lands on and flip the last card
face up. For example, if a student rolls a dice and it lands on 5, the fifth card will be
flipped up to reveal the number.
Then, instruct the student to multiply the dice number and the card number together. Ask
him to write down the equation and say the product aloud to the group.
Have the timekeeper stop keeping time.

Guided Practice/Interactive Modeling (10 minutes)

Instruct your students to continue until the first two rows are filled for each student in a
group.
 Remind someone in each group to keep time, and make sure that your students record
their numbers from the dice and cards on their worksheets.

Independent Working Time (5 minutes)

Have your students work independently on the same activity, and encourage them to beat
their time.
Have them practice at least ten times so that they can improve their speed and memory.

Extend
Differentiation

Enrichment: Keep the face cards in the deck for more advanced students. In this
modified version of the game, the King triples the next number, the Queen doubles the
next number, and the Jack represents a zero.
Support: Give your students a printable multiplication chart to refer to.

Review
Assessment (5 minutes)

Use the assessment sheet to measure how your students are doing.
Write down additional comments in the comment box. Circle W if a student needed
assistance or circle WO if a student did not need assistance doing the multiplication.

Review and Closing (5 minutes)

Place a blank Roll It and Slap It worksheet on display.

Play the game as a class to review.
Have one volunteer roll the dice, flip the card, and multiply it quickly to fill in the
worksheet. Keep time for this student.
Instruct that first volunteer to be the timekeeper for the next volunteer, and continue this
until the worksheet is complete.
MultiplicationAssessment

Name MultiplicationFacts Comments

W/WO
WWithAssistanceWO=WithoutAssistance

RollitandSlapItSheet
Rollthedice,andwritethenumberfromthedice.

Flipthecardthenumberoftimesonthedice.

Writedownthenumberfromthecard.

Multiplybothnumbers.

Writeyourbesttime!

NumberonDie NumberonCard MultiplyIt! YourBest

Time

Math Lesson#2
Materials and Preparation

Math journals or paper

Pencils
Solving Long Division Problems worksheet

Key Terms:

Division
dividend
divisor
quotient
remainder

Introduction (10 minutes)

Invite the students to bring their math journals and a pencil to the class meeting area.
Tell them to place their supplies on the floor next to them.
Tell the students that today they're going to learn a strategy for solving long division
problems. Write the word Division on the board.
Let the students know that division is an operation that tells us the number of groups that
can be made out of another number.
On the board, set up a division problem, such as 17/5. Solve the problem so that you are
left with the answer 3 with a remainder of 2. Label each number with its corresponding
name. 17 should be the dividend, 5 is the divisor, 3 is the quotient and 2 is the
remainder.
Define these terms for your students as follows:
Dividend: In a division problem, the number that is to be divided is called the dividend.
Divisor: In a division problem, the number that divides the dividend is called the divisor.
Quotient: Upon division, the number obtained other than the remainder is called the
quotient.
Remainder: The remainder is the number that is left over after dividing.

Explicit Instruction/Teacher Modeling (10 minutes)

Direct the students attention to the board.

Write a division problem, such as 83 divided by 7, on the board.
Tell the students that the first thing we want to do is create a help box to help us in
solving this division problem.
Create a chart that lists the products of 7x1, 7x2...7x10.
 Demonstrate solving this problem for students. You should reach the answer 11 with a
remainder of 6.

Guided Practice/Interactive Modeling (20 minutes)

Put another problem on the board similar to the one just completed.
Tell the student to pick up their supplies and write the problem down.
Ask for volunteers to raise their hands and share with the class the steps needed to
complete this problem based on the problem just completed.
Give the students time to solve the problems.
Ask the students to dictate to you how they solved the problem. Write their responses on
the board.
Review the problem with the class to check for accuracy. Make sure everyone has the
problem written down as a reference for completing their assignment during independent
work time.

Independent Working Time (30 minutes)

Send the students back to their seats.

Pass out the Solving Long Division Problems worksheet.
Walk around the room to assist students as needed.

Extend
Differentiation

Enrichment: Give advanced students more difficult long division problems to solve.
Support: Observe and monitor struggling students more closely. Get involved in helping
the students solve the problems.

Technology Integration
Review
Assessment (10 minutes)

Check the worksheet for correctness and to decide who may need extra small group
practice.

Review and Closing (10 minutes)

Bring the students back to the class meeting area.

Ask for volunteers to share their answers and work for the problems assigned.
As the problems are reviewed in front of the class, the students will check their answers
for accuracy.
After each problem has been checked for accuracy, ask the class if there are any
questions or comments about long division.