Fluency Mult Division PDF

Mastering the Basic Math
Facts in Multiplication
and Division
Strategies, Activities & Interventions to
Move Students Beyond Memorization
Susan O’Connell and John SanGiovanni
HEINEMANN
Portsmouth, NH
Revised_book.indb 1 2/19/14 1:29 PM

Heinemann
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© 2011 by Susan O’Connell and John SanGiovanni
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Library of Congress Cataloging-in-Publication Data

O’Connell, Susan.
Mastering the basic math facts in multiplication and division : strategies, activities
& interventions to move students beyond memorization / Susan O’Connell and
John SanGiovanni.
p. cm.
Includes bibliographical references.
ISBN-13: 978-0-325-05965-5
1. Multiplication—Study and teaching (Elementary). 2. Division—Study and
teaching (Elementary). I. SanGiovanni, John. II. Title.
QA115 .O3342011
372.7’2—dc22 2010046909
This text was previously published under ISBN-13: 978-0-325-02962-7 and

ISBN-10: 0-325-02962-8.
Editors : Victoria Merecki and Katherine Bryant

Production: Victoria Merecki
Cover and interior designs: Palmer Creative Group
Composition: Publishers’ Design and Production Services, Inc.
Manufacturing: Steve Bernier
Printed in the United States of America on acid-free paper
18 17 16 15 14 VP 4 5 6 7 8

Dedication
To the little guys, Colin and Liam, with love
S.O.
To Krissy, my favorite math teacher and wine connoisseur
J.S.

Contents
Foreword xiii
Acknowledgments xv
Introduction 1
What are basic math facts? 1
What constitutes mastery of basic math facts? 2
Why memorize math facts? 2
Why is it important to understand math facts? 3
How can we help students master basic math facts? 5
How can this book help you? 6
How is this book organized? 7
What is the teaching sequence of math facts within this book? 9
What downloadable resources are available? 11
Resources for Professional Learning Communities 11
Our Goal 12
Chapter 1 Understanding Multiplication and Division 13

Exploring Big Ideas to Develop Math Fact Strategies 14
Introducing the Concepts of Multiplication and Division 16
Using Models to Represent Multiplication and Division 21
Posing/Writing Problems to Develop an Understanding of Math Facts 24
Exploring Multiplication and Division Through Children’s Literature 25
Beginning with Understanding 26

Mastering the Basic Math Facts in Multiplication and Division
Chapter 2 Multiplying by Two 27

Focusing on the Big Ideas 28
Understanding ×2 Facts 29
Literature Link: Two of Everything 29
Exploring the Facts: A Focus on Pairs 33
Supporting All Learners 35
Building Automaticity 38
Targeted Practice 38
Monitoring Progress 40
Connecting to Division 41
Chapter 3 Multiplying by Ten 43

Literature Link: The Grouchy Ladybug 45
Exploring the Facts: Looking for Patterns 47
Monitoring Progress: More on Fact Checks 51
Chapter 4 Multiplying by Five 55

vi

Contents
Exploring the Facts: An Investigation with Pennies 57
Literature Link: Count on Pablo 59
Monitoring Progress: Working Toward Automaticity 65
Chapter 5 Multiplying by One 69

Literature Link: One Tiny Turtle 70
Exploring the Facts: Using Color Tiles 72
Monitoring Progress: Teacher-Administered Individual Fact Checks 76
Chapter 6 Multiplying by Zero 79

Exploring the Facts: Problem Solving About School Supplies 80
Literature Link: Where the Wild Things Are 82
vii

Monitoring Progress: Charting Foundation Facts 87
Chapter 7 Multiplying by Three 91

Literature Link: A Three Hat Day 92
Exploring the Facts: Doubling and Tripling Baskets of Fruit 95
Monitoring Progress: Individual Student Conferences 99
Chapter 8 Multiplying by Four 103

Literature Link: If You Hopped Like a Frog 105
Exploring the Facts: Visualizing Patterns on a 1–40 Chart 107
Monitoring Progress: Progress Graphs 111
viii

Contents
Chapter 9 Multiplying by Six 115

Literature Link: Snowflake Bentley 117
Exploring the Facts: Examining Polygons 120
Monitoring Progress: Teacher Observation 126
Chapter 10 Multiplying by Nine 129

Literature Link: Cloudy with a Chance of Meatballs 131
Exploring the Facts: Observing Patterns 132
Monitoring Progress: Writing About Learning Math Facts 138
Chapter 11 Multiplying by Eight 141

Literature Link: Snowmen at Night 143
ix

Exploring the Facts: Visualizing Doubles 145
Monitoring Progress: Dealing with Anxiety 148
Chapter 12 Multiplying by Seven 151

Literature Link: Thunder Cake 153
Exploring the Facts: Square Numbers 154
Monitoring Progress: Observing Fact Checks 158
Conclusion 161
References 163
Professional References 163
Children’s Literature 163
Professional Learning Communities Study Guide 165

Guiding Questions 167

Contents
A Guide to the Downloadable Resources 173

Organization of the Files 173
Teaching Resources 173
Teaching Tools 173
Fact Cards 173
Assessment Tools 173
Modifications to Activities 174
Throughout this book, the Downloadable Resources

are indicated by DR.
How to Access the Downloadable Resources

Step 1: Go to www.heinemann.com.
Step 2: Click on “Login” to open or create your account. Enter
your email address and
password or click “Register” to set up an account.
Step 3: Enter keycode MTBMFMD and click “Register.”
xi
Foreword
Being able to add and subtract within 20 and multiply and divide within 100
is essential during the early years of schooling, and the basic facts of addition/
subtraction and multiplication/division are a critical baseline, not only then
but also during later work with fractions, decimals, ratio, proportion, and
more. Foundational? You better believe it. Essential? Absolutely.
That said, the basic facts are also problematic. The goal is for most stu-
dents to know, fluently, and with automaticity, the addition/subtraction facts,
typically by the end of second grade and the multiplication/division facts, typ-
ically by the end of third grade. But far too many teachers are unable to help
their students reach these goals. “Not this year,” they may mutter, or, “Not all
my students,” or worse, “Not ever.” Why is fluency with the basic facts such
a challenge for so many students? In our digit-conscious culture students can
spout off multiple phone and pin numbers, but not the product of 6 × 7! I meet
and work with middle school students who are still wondering about 8 × 7 or
48 ÷ 6 and other basic facts. Why do far too many students fail to realize that
the commutative property means that 9 + 7 and 7 + 9 get you to the same
place, 16? This drives us all crazy! Have we neglected the basics? Is this about
just having students memorize the facts? No, and no!
Over twenty years ago the Curriculum and Evaluation Standards for School
Mathematics noted that “children should master the basic facts of arithmetic
that are essential components of fluency with paper-pencil and mental com-
putation and with estimation” (47).1 The National Research Council’s Adding
It Up dedicates almost ten pages to synthesizing the research dealing with
basic fact acquisition.2 More recently, the Final Report of the National Math-
ematics Advisory Panel points out that computational proficiency with whole
number operations depends on the practice (I prefer the term rehearsal) neces-
sary to develop automatic recall of addition/subtraction and multiplication/
division facts.3 Nurturing computational facility in elementary school requires
that students be fluent with the basic facts of arithmetic. How do we get this
done?
Over the years teachers have tried and continue to use a myriad of practice
activities—oral and written exercises, games, and classroom and homework
1
National Council of Teachers of Mathematics. 1989. Curriculum and Evaluation Standards for School Mathematics.
Reston, VA: National Council of Teachers of Mathematics.
2
National Research Council. 2001. Adding It Up: Helping Children Learn Mathematics. Washington, DC: National
Academy Press.
3
National Mathematics Advisory Panel. 2008. Foundations for Success: The Final Report of the National Mathematics
Advisory Panel. Washington, DC: U.S. Department of Education.
xiii

assignments, many of them now via the Internet. At last we have a more effec-
tive option—Susan O’Connell and John SanGiovanni’s Mastering the Basic Facts
in Addition and Subtraction: Strategies, Activities & Interventions to Move Students
Beyond Memorization and Mastering the Basic Facts in Multiplication and Division:
Strategies, Activities & Interventions to Move Students Beyond Memorization. What
a find!
Based on Thornton’s pioneering work4 emphasizing how thinking strate-
gies facilitate fact acquisition, both books present activities that develop facil-
ity with the basic facts by building a conceptual understanding of the opera-
tions; following a teaching sequence designed to develop a sense of number
using fact strategies and the commutative property; and using representa-
tional models and context-based problem solving. (The activities that link facts
to their conceptual representations are also powerful diagnostic tools.) But
there’s more—related children’s literature, partner activities, a professional-
learning-community study guide. All these components add up to resources
that engage students, from beginning activities that promote an understand-
ing of arithmetic concepts, through fluency with the basic facts.
One final consideration: these books will be very helpful to teachers
whose students’ mathematical knowledge require some level of intervention.
The powerful instructional opportunities these books provide not only make
sense but also meet one of the key recommendations of the What Works Clear-
inghouse’s Practice Guide Assisting Students Struggling with Mathematics.5
These books won’t end up on a shelf at the back of your room. (And if you
are a third/fourth-grade teacher you will probably need both of them.) You’ll
use them every day. You’ll carry them home with you and talk about them in
the faculty lounge. Just as the basic facts are “must haves” on the path to compu-
tational fluency, these books are “must haves” to help you navigate the route.
Francis (Skip) Fennell

L. Stanley Bowlsbey Professor of Education & Graduate and Professional Studies
McDaniel College, Westminster, MD
Past President, National Council of Teachers of Mathematics
Project Director, Elementary Mathematics Specialists and Teacher Leaders Project
http://mathspecialists.org
4 Thornton, C.A. 1978. “Emphasizing Thinking Strategies in Basic Fact Instruction.” Journal for Research in Math-
ematics Education. 16: 337–355.
5 Gersten et al. 2009. Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and
Middle Schools. Washington, DC: Institute of Education Sciences.
xiv

Acknowledgments
Many thanks to the students whose conversations about math facts inspired
and excited us as we worked on this manuscript. Thanks to the following
students who contributed work samples or allowed their photographs to
appear within this book: Stephen Alam, Chiagozie Anyanwu, Yomi Basho-
rum, Joshua Baumbgardner, Julia Bonner, Cameron Brickner, Jack Cartee,
Austin Cestone, Ryan Davis, Amilli Diaz, Nolan Dyer, Gabrielle Eng, Ricky
Fedorchak, Brianna Galt, Jaylin Harding, Maura Hill, Yevin Hong, Colby
Jardim, Caitlyn Kealy, Amira Kim, Andrew Kim, Rachel Kim, Sumin Kim,
Jillian Lach, Erin Ko, Lanae Martin, Samantha Miller, Cortez Mora, Daisheau
Morris, Maria Mulroe, Stephanie Owens, Arwin Pare, Keyonna Paul, Chris
Perez, Alli Polinsky, Nittin Raj, Elizabeth Raney, David Rucker, Oscar Schoe-
nfelder, Deryn Schoenfelder, Alyssa Souder, Nick Stitely, Ryan Tracey, Caro-
line Underwood, Grace Underwood, Emma Vittori, Paul Weatherholtz, and
Michaela Wesley. It was a pleasure watching them investigate math facts.
We appreciate the collaboration of colleagues in gathering materials for
this book, in particular the following teachers, math coaches, principals,
and supervisors who welcomed us into their classrooms, provided insights
from their own teaching, or allowed us to listen to the ideas of their students:
Randi Blue, Robin Balimtas, Leslie Brickner, Shannon Callihan, Sue Donald-
son, Heather Dyer, Julie Eugenio, Carol Hahn, Asha Johnson, Pamela Jones,
Sally Kingsley, Olga Lloyde, Sorsha Mulroe, Kathleen Nagle, Dana Polan, Kay
Sammons, and Jennifer Zin.
We are grateful to Victoria Merecki, our Heinemann editor, for her guid-
ance from start to finish on this project. In addition, we thank Emily Birch for
her vision for this book. Her discussions in the early stages of the book were
invaluable.
Special thanks to our families for their patience and understanding dur-
ing the writing of this book. To Sue’s husband Pat, and her children Brendan
and Katie, and to John’s wife Kristen, and Oscar and Deryn, our warmest
thanks for your continued support.
xv

Introduction
As math teachers, we want our students to develop a quick recall of single-
digit addition, subtraction, multiplication, and division facts. We label them
basic math facts because they provide a foundation for math success. We
expect that all students will master these basic skills, but that is not a simple
goal to achieve. We watch some students effortlessly remember the facts and
others struggle with the very same task. And we labor to find just the right
strategies and activities to help all students succeed.
As teachers, we are constantly reminded that our students learn in a vari-
ety of ways. Although some students have very strong memory skills, others
struggle to remember simple facts. Although some students make sense of
math concepts on their own, others struggle to connect meaning to simple
expressions like 3 × 5. Although some students intuitively use their knowl-
edge of one math fact to solve a related fact, others simply get frustrated and
discouraged when they cannot remember a specific sum or product. Our stu-
dents are so different, and yet our goal for each of them is the same: to mas-
ter basic math facts so they have a strong foundation for more complex math
skills and procedures. The goal of this book is to explore numerous strategies
and activities that support all students in understanding basic multiplication
and division facts and committing those facts to memory. Whether you are
introducing students to basic math facts, reviewing previously taught facts, or
providing interventions for students who continue to struggle, this book sup-
plies you with instructional considerations, practical strategies, and numer-
ous classroom-tested activities.
What are basic math facts?

For the purpose of this book, basic facts are considered to be facts with factors
of 0–10. In some programs, facts with single-digit factors (0–9) are considered
basic, but because of the significance of the ×10 facts, they are included within
this book. An understanding of ×10 facts provides an important benchmark
for understanding ×5 facts or might suggest a strategy for determining ×9
facts. The inclusion of ×10 facts is based on providing a solid understanding
of numbers as the foundation for our study of basic facts.

What constitutes mastery of

basic math facts?
In the past, much of mathematics was taught in a drill and practice style. Stu-
dents were simply asked to memorize their math facts, often without much
attention to conceptual understanding. Through worksheets filled with
single-digit computations or lengthy flash card sessions, students were asked
to memorize multiplication and division facts. Our goal in today’s math class-
rooms has shifted from memorizing facts and procedures to increased under-
standing of math skills and concepts. We want our students to be able to do
mathematics, but we also want them to understand the math they are doing.
We recognize that as math tasks increase in complexity, an understanding of
facts, formulas, and algorithms will help them experience continued success.
We have not changed our view of the importance of basic math facts. We
know that they are a foundational skill and that without that skill our stu-
dents will view even simple math tasks as daunting. We have simply expanded
our expectations to include understanding as an important component of our
teaching of basic math facts. So, what do we expect of our students? Our goal
is both automaticity and understanding. Automaticity is students’ ability to
effortlessly recall a fact. If students are automatic, they have successfully com-
mitted the facts to memory. In addition, we want our students to understand,
not simply remember, these important math facts.
Why memorize math facts?

Ask math teachers what they would like their students to know and be able
to do, and the recall of basic math facts will undoubtedly rank high on most
of their wish lists. Teachers recognize that once their students know 3 × 5,
those students are better able to explore 3 × 50 or 3 × 55. Teachers recognize
that students will have an easier time finding the solution to 3 × $5.00 or 3 × .5.
These teachers know that their students will be more successful when they
are challenged with –32 × –51. As math tasks become more complex, we want our
students to possess the foundational skills to be successful.
We have gained insights from brain research about demands on the work-
ing brain. As students begin to learn math facts, their brains are focused on
those basic computations, but as students become automatic with basic facts,
their brains are then able to focus on other aspects of the task like the challenges

Introduction
of place value, decimals, or fractions. Being automatic with basic facts frees the
brain to focus on other math processes.
Committing basic math facts to memory speeds up math tasks. As math
tasks increase in complexity, they often require multiple steps to find the
solution. Multiplication with three-digit factors and division with decimals
are examples of more complex computational tasks. These tasks are time-
consuming, and often stressful, for students who must stop to figure out
each basic fact along the way. And stopping to determine each fact disrupts
the flow of the math procedure. The National Mathematics Advisory Panel
(2008) urges that students develop automatic recall of multiplication and
related division facts to be prepared for the study of algebra, in which solv-
ing multistep equations is a fundamental task.
Students who have committed basic math facts to memory are able to
perform critical mental math tasks. They estimate answers prior to solving
problems so they are able to compare their estimates to the actual answers
and determine the reasonableness of their solutions. When browsing through
a grocery store, students with mental math skills can determine the approxi-
mate cost of buying 4 bags of pretzels if each bag costs about $3.00, or when
counting the savings in their piggy banks, they can quickly determine that
their 9 nickels amount to 45 cents in savings. As students determine how to
fairly share 36 cookies among 9 friends, they can automatically determine the
quantity each child will receive. Mastery of basic facts provides the founda-
tion for everyday mental math tasks.
Automaticity means the quick and effortless recall of math facts. No need
to count every object. No need to think about related facts. No need to extend
patterns. The answer is automatically known. Although automaticity is a goal
for our students, alone it is not enough. Students must first understand the
facts that they are being asked to memorize.
Why is it important to understand

math facts?
During the memorization process, students are supported by an understand-
ing of what they are being asked to memorize. Memorizing a chain of nonsen-
sical words (e.g., sat chair red girl a in little the) is more difficult than memoriz-
ing a sentence in which the words have a meaning (e.g., A little girl sat in the red
chair.). Asking students to memorize dozens of number facts can be discourag-
ing and confusing when students view them simply as pairs of numbers. The

understanding that 7 × 3 represents 7 groups of 3 items aids the memorization

process.
Students who rely solely on the memorization of math facts often con-
fuse similar facts. Consider the multiplication facts 9 × 5 = 45 and 9 × 6 = 54.
The products are commonly confused by students who have only memorized
answers. Students often mix up the products and respond mistakenly that 9 ×
5 = 54; however, for students who have explored an understanding of multi-
plication, 9 × 5 = 54 just doesn’t make sense: 10 × 5 = 50, so how could 9 × 5
= 54? The product has to be less than 50! A focus on understanding multipli-
cation and division facts will provide students with a firm foundation rather
than simply relying on memory.
Students who simply memorize math facts miss a prime opportunity to
expand their understanding of equations. Problem solving is the central focus
in today’s math classrooms. To be a successful problem solver, students must
be able to accurately compute answers, but more than that, they must be able
to figure out how to build equations that correspond to problem situations.
Colin was stacking books on the shelves of his brand-new bookcase. He

put 7 books on each of the 4 shelves. How many books did he put on the
shelves of his bookcase?
This problem certainly requires the student to know that 4 × 7 = 28, but even
before the student can use his knowledge of math facts to find the answer,
he must understand how to build an equation that works with this problem.
There are 4 shelves and each shelf has 7 books on it. Since each shelf has the
same number of books, I can multiply. 4 groups of 7 or 4 × 7 is how I find the
answer!
As we discuss the connection between the meaning of the equation and the
basic math fact, we are supporting both students’ computation skills as well
as building a strong foundation for problem solving.
Both the Common Core State Standards (National Governors Association Cen-
ter for Best Practices and Council of Chief State School Officers 2010) and the
National Council of Teachers of Mathematics’ Principles and Standards (2000)
emphasize the importance of students understanding the concepts of multipli-
cation and division. The Common Core State Standards recommend that second
graders be given opportunities to explore problems with equal-sized groups of
objects to build a foundation for multiplication. Third-grade students then con-
tinue to explore the concepts, work with properties of operations, and apply

Introduction
their understanding of numbers and properties to develop effective strategies

for multiplying and dividing. Understanding is developed first, with practice
for fluency coming later.
How can we help students master basic

math facts?
We expect that our students will quickly recall facts without the need for
manipulatives or number strategies. Although memorization is a part of the
process, we recognize that students benefit from varied opportunities to
explore basic math facts before being asked to memorize them. An instruc-
tional approach in which students investigate the meaning of facts through
hands-on activities and thoughtful discussions, explore strategies to support
their understanding of numbers, and then engage in strategic practice to
memorize the facts provides students with a strong and balanced foundation
for mastery.
Understanding operations is fundamental to understanding math facts.
Students develop deeper understanding of operations through problem pos-
ing, hands-on explorations, real-world examples, classroom discussions, and
exploring situations from children’s literature. Division scenarios that show
fair sharing and multiplication stories that demonstrate combining equal
groups help students strengthen their understanding of operations, and stu-
dents who understand operations will find that math facts make sense.
There are many ways that students might arrive at an answer to a math
fact. When multiplying 4 × 3, Bailey might count every object in the 4 groups
of 3 to find the total, and Liam might simply remember that 4 × 3 = 12. Math
fact strategies lie somewhere between counting each object and simply mem-
orizing the answer. They are predictable and efficient ways to find answers.
Allison knows that 3 × 4 = 12, so 4 × 3 = 12, too. Brendan might recognize
doubles—if 2 × 3 = 6, then 4 × 3 is twice that amount or 12—and Katie knows
that 3 × 3 = 9, which is 3 groups of 3, so 4 × 3 is just 1 more group of 3, which
means 12. Strategies help students find an answer even if they forget what
was memorized. Discussing math fact strategies focuses attention on number
sense, operations, patterns, properties, and other critical number concepts.
These big ideas related to numbers provide a strong foundation for the strate-
gic reasoning that supports mastering basic math facts. For multiplication and
division, strategic reasoning related to doubling and halving, the commuta-
tive property, zero and ones properties, recognizing patterns, and breaking

numbers apart to find related products provides students with a solid founda-
tion for mastery of math facts.
Once an understanding of operations has been developed and students
have explored strategic reasoning to find solutions to basic math facts, it is time
to engage students in meaningful practice so they can commit the facts to
memory. Rather than long practice sessions (Remember the lengthy flash
card drills of days past?), consider activities that are short in duration but easy
to implement, so students are frequently engaged in valuable practice. Scat-
tered practice—five to ten minutes a day, spread throughout the school year—
yields great results. And varying the practice activities so students remain
motivated and engaged is essential to the process. Brief, frequent, interactive
activities that provide students with repeated exposure to math facts support
automaticity.
Because of the anxiety associated with memorization tasks for many stu-
dents, the practice tasks in this book do not focus on speed or elimination.
Although speed drills or elimination games may be enjoyed by some students,
these types of activities often intensify the frustration and anxiety of oth-
ers. Students who struggle with rote memory tasks, those students who are
the reason we include math fact activities in our daily schedule, are just the
ones who become discouraged by the speed drills or experience humiliation
when they are the first to be eliminated. These are the students we want to
motivate—the students we need to engage in repeated practice sessions. You
will find that many practice activities are presented throughout this book. It
is important to select the ones that work for your students. Although some
students find competitive activities fun and motivating, others thrive on col-
legial tasks.
How can this book help you?

This book is a practical guide for helping students master multiplication and
division facts. It includes insights into the teaching of basic math facts includ-
ing a multitude of instructional strategies, teacher tips, and classroom activi-
ties designed to help students master their facts. The emphasis is on strength-
ening students’ understanding of numbers, patterns, and properties as an
essential component of math fact teaching. Whether you are introducing
your students to basic math facts, providing reviews to support their mastery,
or looking for intervention strategies for students who have been exposed
to math facts but have not reached mastery, this book will provide you with
valuable resources, insights, and options.

Introduction
You will find activities and resources for introducing students to basic
math facts. You will find tips for generating student talk about math facts
including examples of questions and prompts that direct students’ thinking
toward big ideas and lead them to insights that will simplify the task of master-
ing the facts. You will find activities to support varied levels of learners so that
you can choose the right activity to extend learning for high-level students or
modify skills to support struggling students. You will find strategies that are
hands-on, engaging, and interactive to motivate reluctant students. You will
find activities perfect for small-group interventions and others that work well
for whole-class instruction or individual support. And you will find download-
able resources to ease your planning and preparation.
This book is a compilation of strategies and activities that are organized
to provide a solid math facts program; however, the individual activities and
strategies can be easily integrated into your existing math program to pro-
vide you with additional resources and varied instructional approaches. You
may read the book from start to finish or you may focus on specific sections
that address your needs. Consider your students and select the strategies and
activities to match their needs, interests, learning styles, and abilities.
How is this book organized?

Throughout the following chapters, multiple teaching strategies and activi-
ties are shared to build students’ understanding and automaticity with math
facts. Each chapter is organized to develop essential understanding and pro-
vide a menu of possible activities for instruction, practice, and assessment.
Following are highlights of the key elements in Chapters 2 through 12.
Making Connections and Focusing on the Big Ideas

Each chapter begins by connecting the new fact set to students’ previous
experiences and provides a brief overview of big ideas that play a key role in
students’ understanding of the facts and students’ development of strategies
related to the facts.
Developing Understanding
Each chapter provides two introductory lessons that focus on developing
conceptual understanding of the highlighted math facts. One lesson is a Lit-
erature Link, introducing the facts through a story context. The other les-
son, Exploring the Facts, provides a language-based and/or hands-on explo-
ration with the new set of facts. The activities in this book employ varied

instructional techniques, including the use of manipulatives, visuals, litera-

ture, and discussions, ensuring that students experience multiplication and
division facts in diverse ways and that each student will be likely to experi-
ence these facts in a way that makes sense to him.
In Supporting All Learners, you will find more ideas for those students
who may need additional or different types of experiences to develop under-
standing of the targeted facts. These activities might be done with the whole
class but may also be perfect for small teacher-led groups of students. For
some sets of facts, you may choose to use several of these activities; at other
times, your students may not need the additional exposure. These activi-
ties simply provide you with more and varied possibilities for developing
understanding.
Building Automaticity
This section focuses on building students’ fluency and is broken into two
parts: Targeted Practice and Monitoring Progress. In Targeted Practice, a vari-
ety of activities are shared that provide practice for that specific set of math
facts. Students will have fun rolling number cubes, spinning spinners, and
pulling number cards from a deck as they engage in ongoing practice through
interactive activities. It is through repeated and targeted practice that stu-
dents gain fluency with math facts. Templates for these activities can be found
among the accompanying downloadable resources.
Along with repeated practice to gain fluency with math facts, students
need constant monitoring to ensure that they are progressing in their mastery
of facts. Monitoring Progress provides ideas for monitoring students’ growth
toward automaticity including ideas for conducting frequent Fact Checks and
suggestions for varied ways to track students’ progress including student con-
ferences, progress graphs, and individual goal setting.
Connecting to Division
Multiplication facts are the primary emphasis throughout this book because
of our focus on building math fact fluency. When posed with a division math
fact, the most efficient way to solve it is by knowing the related multiplication
fact. When the recall of multiplication facts is automatic and students under-
stand the connection between multiplication and division facts, their fluency
with division facts naturally increases.
Lessons to develop students’ understanding of related division facts are
included in each chapter. In addition, you will find suggestions throughout
the book of activities to build division fact fluency. To attain fluency with divi-

Introduction
sion facts, students need ongoing opportunities to explore their connections

to multiplication facts.
What is the teaching sequence of math

facts within this book?
Although the chapters are organized by specific math facts (e.g., multiplying
by fives), you will notice that the focus of each chapter is the big ideas that
guide students to understand that set of multiplication and division facts, to
create effective math strategies related to the facts, and to ultimately com-
mit those facts to memory. This book is not simply a collection of activities;
it is intended to highlight big ideas that provide a perfect focus for math facts
instruction, to broaden your repertoire of instructional strategies, to provide
you with dozens of easy-to-implement activity ideas, and to stimulate your
reflection related to the teaching of math facts. In reviewing the organization
of this book, you may also notice that the multiplication facts do not appear
in numerical order (0–10), but rather appear in a sequence that focuses on the
complexity of the number concepts and carefully links each new set of facts to
previously explored facts, building upon students’ prior knowledge.
The teaching sequence of facts suggested within this book begins with
simpler facts and then connects each new set of facts to the previously mas-
tered ones. A traditional sequence of learning math facts from 0 to 10 does not
capitalize on students’ prior knowledge, nor does it present simpler facts first.
Beginning with ×2, ×10, and ×5 facts allows students to explore multiplication
with patterns that are familiar. ×1 and ×0 facts are addressed next. Although
these facts are simple to memorize, they are a bit atypical of the grouping ele-
ment of multiplication (i.e., What is a group of 1? What is 0 groups of 4?). Once
0, 1, 2, 5, and 10 are mastered, students have developed a strong foundation on
which to build mastery of the remaining facts.
Figure 1 outlines a brief rationale for the sequence in which the facts
are introduced within this book. We recognize, however, that students and
instructional programs differ and that teachers might choose, or be required,
to introduce facts in a different sequence. Although we believe that there is
strong justification for this sequence, we have carefully developed strategies
and activities that support instruction of math facts even if the order in which
you present the facts differs from the sequence described in Figure 1.

Foundation Facts
Students have extensive experience skip-counting by twos and grouping in twos
×2 (pairs) and have developed an understanding of doubling. This set of facts is a natu-
ral place to begin exploring multiplication facts.
The understanding of 10 is foundational in our number system. Students have expe-
×10 rience skip-counting by 10, grouping in tens, and working with models of 10, such
as ten-frames and base-ten blocks.
Students have extensive experience skip-counting by 5. They recognize connec-
×5 tions with money concepts (nickels). Previous exploration with ×10 facts leads to the
insight that multiplying by 5 can be thought of as half of multiplying by 10.
Although ×1 facts are simple to memorize, we do not begin with ×1 facts because of
the confusion with the grouping aspect of multiplication (e.g., groups of 1?). Provid-
×1
ing students with opportunities to explore groups of 2, 5, and 10 provides a stronger
foundation for understanding multiplication facts.
×0 facts are easy for students to commit to memory because the product is always 0,
but this set of facts can be challenging for concrete thinkers. It is difficult to concep-
×0
tualize a group of nothing. Once students have explored multiplication with 2, 10, 5,
and 1, this set of facts becomes easier to understand.
Building on the Foundation
Multiplying by 3 can be thought of as multiplying by 2 and then adding 1 more
×3
group, or as tripling a number.
Multiplying by 4 can be thought of as doubling a double. The previous mastery of
×4
×2 facts allows students to double ×2 products to find the ×4 products.
Multiplying by 6 can be thought of as doubling a multiple of 3. Previous mastery of
×3 facts allows students to see that 4 × 6 can be thought of as double 4 × 3, or (4 ×
×6 3) + (4 × 3). Previous mastery of ×5 facts also supports students with ×6 facts, know-
ing that the product of a ×6 fact is simply 1 set more than the product of the related
×5 fact (e.g., the product of 6 × 8 is 8 more than the product of 5 × 8).
Building on knowledge of ×10 facts, the product of a ×9 fact is 1 group less than the
×9 product of the same ×10 fact (e.g., 10 × 5 = 50, so 9 × 5 = 45, which is 5 less, or 10 ×
7 = 70 and 9 × 7 = 63, which is 7 less).
Multiplying by 8 results in a product that is double that of multiplying by 4. With the
×8 teaching sequence suggested in this book, only two of these facts have not been
explored through a different strategy (7 × 8 and 8 × 8).
Multiplying by 7 may be the most difficult for students. Students can break apart the
7 (distributive property) to find that it is the sum of 5 times the factor and 2 times the
×7 factor (e.g., 7 × 4 is (5 × 4) + (2 × 4). Although this works, it is more efficient to sim-
ply think commutative property and reverse the order of the factors. By doing this,
students realize that they already know all of the ×7 facts except 7 × 7.
Figure 1. This suggested teaching sequence begins with simpler facts and then connects each new set
of facts to students’ previous experiences.
10

Introduction
The lessons and activities in this book focus on strengthening students’

number concepts to support their mastery of basic math facts. Teachers who
have a deep understanding of big ideas related to numbers and the ways in
which those big ideas relate to the teaching of math facts, and who have devel-
oped a repertoire of instructional techniques and classroom activities to high-
light those big ideas, are able to simplify the task of mastering basic math facts
for their students.
What downloadable resources are

available? How to Access
the Downloadable
Resources
Along with the many easy-to-implement student activities within the book,
Step 1: Go to
customizable activities, templates, and recording sheets are available to down-
www.heinemann.com.
load from www.heinemann.com (see instructions to the right). Because the
Step 2: Click on “Login”
activities are Microsoft Word documents, you can easily modify the activity to open or create your
page to make it simpler or more complex, personalize the tasks to motivate account. Enter your
and engage your students, and adapt the activities to maintain your students’ email address and
interest. A resource presented in one chapter to provide practice with a spe- password or click
cific set of facts has often been modified for other fact sets (see Additional “Register” to set up an
Resources) to provide you with a wide array of practice options. The down- account.
loadable resources also include teacher tools (e.g., hundred charts, multiplica- Step 3: Enter keycode
MTBMFMD and click
tion tables, game templates, assessment options) to simplify your planning
“Register.”
and reduce your preparation time.
Resource for Professional Learning

Communities
Effective teachers constantly reflect on their own teaching. They gather new
ideas, try them with students, reflect on their successes, and find ways to
continually refine their teaching. At the conclusion of this book, questions
are posed to stimulate reflection about the key points within the chapters.
These guiding questions are designed for your personal reflection or for use
in school-based study groups. Discussion about math facts instruction within
our professional learning communities broadens our understanding and
improves our teaching.
11
Our Goal
The purpose of this book is to explore ways to support all students in master-
ing multiplication and division facts. By focusing on big ideas, strengthening
students’ understanding of math operations, developing strategic thinking,
and providing varied and engaging practice tasks to promote fluency, our stu-
dents will be better equipped to both understand math facts and commit the
facts to memory. Whether you are introducing students to basic facts, review-
ing facts, or providing remediation for struggling students, this book will pro-
vide you with insights and activities to simplify this complex, but critical,
component of math teaching.
12

Chapter Four
Multiplying by
X 0 1
5
2 3 4 5 6 7 8 9 10
0 0 0 0 0 0 0 0 0 0 0 0
1 0 1 2 3 4 5 6 7 8 9 10
M ath facts with 5 as a factor build on students’

2
3
0
0
2
3
4
6
6
9
8
12
10
15
12
18
14
21
16
24
18
27
20
30
previously learned math facts skills. Just as with 4 0 4 8 12 16 20 24 28 32 36 40
the ×2 and ×10 facts, patterns are a powerful way to 5 0 5 10 15 20 25 30 35 40 45 50
6 0 6 12 18 24 30 36 42 48 54 60
learn ×5 facts. Students’ extensive experience skip-
7 0 7 14 21 28 35 42 49 56 63 70
counting by fives provides them with essential prior
8 0 8 16 24 32 40 48 56 64 72 80
knowledge to master these facts. In addition, real-
9 0 9 18 27 36 45 54 63 72 81 90
world connections, like five fingers on a hand or five 10 0 10 20 30 40 50 60 70 80 90 100
pennies in a nickel, are commonplace, so our stu- KNOWN TARGETED UNKNOWN

FACTS
5 FACTS
2 FACTS
dents have experience thinking in fives. And now
that students have explored the ×10 facts, they can
use this knowledge to better understand ×5 facts,
thinking of them as half of the related ×10 fact.
55

Focusing on the Big Ideas

When focusing on multiplication with 5 as a factor, some big ideas that
support students in developing critical strategies include the following.
Multiplication by 5 is like skip-counting by 5.

Students have already explored the connection between skip-counting and
multiplication, and most students have had lots of experience skip-counting
by fives. Reminding students of this connection, and helping them recog-
nize that they already know the product of 5 × 6 if they can skip-count 5,
10, 15, 20, 25, 30, will help them build on their previous knowledge and
ease their anxiety about learning this new set of math facts.
Our number system is a system of patterns.

Patterns in multiplication by 5 are immediately evident to students. Stu-
dents quickly notice that all of the products have either a 0 or 5 in the
ones place and that the products alternate between even numbers and
odd numbers. Observing, discussing, and generalizing about patterns
helps students make sense of the ×5 facts.
5 is half of 10. Multiplying a number by 5 will result

in a product that is half of the product that results
when the same number is multiplied by 10.
From their earlier experiences with counting, addition, and subtraction,
students have developed an understanding of 10 and have internalized
the concept that 5 is half of 10. We have 10 fingers, 5 on each hand. A ten-
frame is made up of 2 five-frames. In a hundred chart, each row consists
of 10 numbers, 2 sets of 5. This understanding helps students figure out
×5 facts from known ×10 facts by simply cutting the product in half.
The order of the factors does not change the product

(the commutative property).
Whether students are visualizing 5 groups of a certain size (e.g., 5 × 4
or 5 groups of 4) or whether they are visualizing groups of 5 (e.g., 4 ×
5 or 4 groups of 5), they notice that the products are the same. Contin-
ued investigations with the commutative property build students’ confi-
dence that the order of the factors does not change the product.
56

Chapter Four
m u lt i p ly i n g b y five
These big ideas about numbers are central to students’ understanding and
should guide the types of questions we pose to stimulate discussions about
×5 facts.
What patterns do you notice in the products when you multiply by 5?

How do the products for ×5 facts connect to the products for ×10 facts?
If you forget a ×5 fact, could you find the answer by knowing the related
×10 fact? How?
Does the order of the factors affect the product? Give examples to
justify your thinking.
Understanding ×5 Facts
Exploring the Facts: An Investigation with Pennies Piggy Bank Work Mat
To begin an exploration of ×5 facts, students work with partners to deter-

mine the amount of money in sets of piggy banks. Provide partners with the
piggy bank work mat (see DR) and at least 50 pennies, then pose the follow-
ing problem.
Mrs. Alexander bought each of her 7 grandchildren a brand new piggy bank.
She went to the bank to get enough pennies to put 5 pennies in each of their
piggy banks. How many pennies did she need?
Have students work together to solve the problem using their pennies, then
have students share their solutions with the class. Probe with questions like
the following.
How many piggy banks did she have?

How did you find the total number of pennies she needed?
After you placed the pennies in each bank, did you count all of the
pennies to find the total? Were there other ways you might have found
the total?
Did anyone skip-count to find the total? Which way would be faster,
skip-counting or counting all of the pennies? Why?
Did anyone add to find the total number of pennies? Why would addition
work to solve this problem?
Did anyone multiply? What multiplication math fact would help you solve
this problem?
Record on the board 7 × 5 = 35 as you verbalize “7 groups of 5 pennies is 35

pennies” or “7 piggy banks with 5 pennies in each bank is 35 total pennies.”
57

Challenge students to work with partners to find the total number of pen-
nies needed for 1–10 piggy banks and to write multiplication equations to show
their answers (e.g., 1 × 5 = 5, 2 × 5 = 10, etc.). Remind students that Mrs. Alex-
ander wants each bank to hold exactly 5 pennies. Tell students that they may
use the pennies and banks if it helps them find the totals, or they may find the
totals in another way, but their goal is to find the products for the ×5 facts.
Once students have completed their charts, have them share the ×5 facts
as you record them on the board. Then, ask students to work with partners
to observe for patterns. Have them share their insights with the class. Their
insights are likely to include:
The ones digit is always 0 or 5.

The products alternate odd, then even.
Some of the products are ×10 products.
Every other product is a ×10 product.
Challenge students to talk about why these patterns appear.
Does it make sense that every other ×5 product is a ×10 product? Why?
Why would every other product be even? Could it be related to what
happens when you add 5+5?
End the lesson by asking each student to write one insight about ×5 facts as
in Figure 4.1.
What have they learned?

What will help them master these facts?
Tip Connections to real-

world experiences
provide insights about ×5
Figure 4.1 This student shares insights for finding ×5 products.
facts. Finding the value of
sets of nickels or determining
the minutes that have passed
when the minute hand is on
the 4 shows students everyday
examples of multiplication by 5.
58

Chapter Four
Literature Link: Count on Pablo

In Count on Pablo, by Barbara deRubertis (1999), Pablo and his grandmother
prepare and sell vegetables at an outdoor market. The story provides a review
of previously taught math facts as well as an exploration of ×5 facts as Pablo
and his grandmother sell onions tied in pairs (×2 facts), tomatoes in boxes of
10 (×10 facts), and peppers in bags of 5 (×5 facts). Pablo skip-counts to deter-
mine the number of vegetables being prepared for market, but through class-
room explorations, the story allows for an easy transition from skip-counting
to multiplication.
Before Reading Do a picture walk through the book, showing students

the illustrations and asking them to predict what the story might be about. Dis-
cuss outdoor markets at which vendors sell their fresh fruits and vegetables.
Ask students to think about their experiences at grocery stores. Are fruits
and vegetables sold individually or are they sometimes sold in packages? Why
might they be sold in groups or packages?
During Reading As you read the story, be sure to emphasize the way in
which the vegetables are packed for sale at the market (e.g., individually, pairs,
groups of 5 or 10). Encourage students to join in as Pablo skip-counts through-
out the story.
After Reading Ask students a few comprehension questions to be sure

they understand some of the key aspects of the story.
How did Pablo and Abuela sell the onions? Individually? In groups?
Groups of what size?
How did Pablo and Abuela package the tomatoes?
How did Pablo and Abuela package the peppers?
Provide students with a fifty chart (see DR) and some transparent coun-
ters. Have them choose a color counter (e.g., red) to show ×10 facts by
placing counters on the correct products as you review 1 × 10, 2 × 10, 3 × Fifty Chart
10, 4 × 10, and 5 × 10. Ask students to think about the counters as Pablo’s 1 2 3 4 5 6 7 8 9 10
boxes of tomatoes. The first counter covers the number of tomatoes in 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
1 box, the second covers the number of tomatoes in 2 boxes, and so on.
31 32 33 34 35 36 37 38 39 40
Have students refer to the fifty chart to tell you the number of tomatoes 41 42 43 44 45 46 47 48 49 50
in 1, 2, 3, 4, and 5 boxes. This would be a great opportunity to introduce,
or reinforce, the meaning of the word multiples. Explain that products are
also called multiples. Their red counters are covering multiples of 10, or any
59

number that is a product when you multiply by 10. For example 10, 20, 30, 40
are all multiples of 10 because they are products of a number multiplied by 10.
Have students remove the counters from their fifty chart. Tell students
they will be using a different-color transparent counter (e.g., green) to show the
Tip A classroom word
wall is a great way to
number of peppers in Pablo’s bags. Guide students’ thinking with the following
questions.
display new math vocabulary as it
appears in your lessons.
Will they be placing counters on every tenth number? Why or why not?
Where will they place counters?
How many peppers are in each bag?
Have students show Pablo’s counting of the peppers by placing green

counters on the fifty chart (e.g., placing counters on 5, 10, 15, 20, etc.). Have
students turn and share their observations of their charts with a partner.
What do they notice? This time, counters are placed on every fifth number
or each counter represents 5 numbers. Begin a chart of ×5 facts on the board,
asking students to help you complete it by finding the products on their fifty
chart. As you record each ×5 fact, ask students to tell you the product. Clarify
each fact with words and symbols saying “So, one group of 5 is . . . ?” as you
record 1 × 5 = 5. Continue to record and state each fact until the chart has
facts from 1–10.
When the ×5 fact list is completed, ask students to keep the green counters
on the multiples of 5 on their fifty charts, but replace the red counters on the
multiples of 10. Inform them that there may be more than 1 counter on a num-
ber. Ask them to turn to their partners and share their observations about the
charts. Have a class discussion of their observations, being sure to ask them to
explain why some numbers are both multiples of 5 and 10.
Extend the lesson by posing the following problem for students to discuss
with their partners. Remind students that you will be asking them to share
Tip Manipulative Tip
If transparent counters
their solutions as well as how they arrived at their solutions.
are not available, students If Pablo sold 8 pairs of onions, how many onions did he sell?
might place small paper clips
or beans on each number. Move through the room to listen to partners’ discussions. Ask students to
Selecting transparent or small share their solutions and record some of their methods on the board (e.g.,
manipulatives allows students drawing pictures, skip-counting, adding, multiplying). Acknowledge that all
to still view the numbers on the of the methods work, but talk about how quickly students who knew the mul-
chart. tiplication fact (8 × 2) were able to find the solution. Then, pose the following
problem.
60

Chapter Four
If Pablo sold 5 boxes of tomatoes, how many tomatoes did he sell?
Before students begin the task, as them to silently show you, by holding up
the correct number of fingers, how many tomatoes are in each box. Quickly
scan the room to be sure students understand that each box holds 10 tomatoes.
Then, move through the room to listen to partners’ discussions as they solve
the problem. Have them share their solutions with the class and again, record
their methods and reinforce the efficiency of using multiplication (5 × 10) to
find the solution. Finally, pose the following problem.
If Pablo sold 4 bags of peppers, how many peppers did he sell?
Again check for understanding of peppers being in bags of 5, by asking stu-

dents to show the number of peppers in a bag by holding up the appropriate
number of fingers. Then, challenge students to decide on the multiplication
fact that would solve the problem (see Figure 4.2).
Pose a final problem for students to turn and share with a partner.
Figure 4.2 Student A uses pictures to make sense of the problem, and student B
uses an understanding of the connection to skip-counting.
61

Pablo had 23 peppers and decided to sell them in groups of 5. Could he sell
all of his peppers that way? Why?
Move through the room to listen to students’ mathematical talk. Are they
using their fifty chart to see if 23 is covered? Are they skip-counting by fives to
see if 23 is named? Are they referring to the list of ×5 facts to see if 23 appears?
Are they grouping the counters to test their thinking? Are they noticing that
23 does not end in a 0 or 5? Have students share their thoughts in a class dis-
cussion. Then, ask students to write in their journals with this prompt.
Danny says 23 is a multiple of 5. Do you agree or disagree? Explain your

thinking.
Supporting All Learners

Team Problem-Solving Cards
Team Problems Many students respond to team problem-solving tasks
Problem #1
Deryn has 5 bags of cookies.
There are 4 cookies in each bag.
Problem #2
Oscar reads for 10 minutes a
night for 5 nights in a week. How
in which they can hear others’ thinking and test their ideas. A problem card
How many cookies does she many minutes does he read in
have? the week?
related to the ×5 facts (see DR) is given to each team of three or four students.
Problem #3
Evie earned 5 dollars for every
lawn that she mowed. She mowed
Problem #4
Megan has 3 shelves in her
room with 5 stuffed animals on
Students work together to solve the problem. Team members must write a
6 lawns. How much money did each. How many stuffed animals
multiplication equation to solve their problem and must also show the solu-
she earn? does she have?
Problem #5
Meg’s mom puts 5 cupcakes on
each plate. She has 8 plates for a
party. How many cupcakes does
Problem #6
Jan bought 9 packages of
stickers. Each package had 5
stickers. How many stickers did
tion in at least one other way (e.g., using manipulatives, drawing pictures,
skip-counting, etc.). Team members raise their hands when a problem is
she have for the party? Jan have?
solved, the teacher checks the solution and their thinking, and then hands the
Problem #7 Problem #8
Colleen has 4 nickels in her piggy Kris has a photo album. It has 8
bank. How much money does she blue pages with 5 photos on
have? each page, and 5 red pages
students another problem card. Groups move through the problems at their
with 6 photos on each page.
How many photos are in her
album?
own pace. After a set amount of time, solutions and strategies can be shared
with the class, but whole-class sharing is not necessary if the teacher has met
with individual teams to hear students’ thinking as they solve each problem.
Varying the complexity of the problems will give you the flexibility to assign
problems that best match the needs of each team. Problems may include:
Deryn has 5 bags of cookies. There are 4 cookies in each bag. How many
cookies does she have?
Oscar reads for 10 minutes each night for 5 nights. How many minutes does
he read altogether?
Kris has a photo album. It has 8 blue pages with 5 photos on each page,
and 5 red pages with 6 photos on each page. How many photos are in her
album?
62

Chapter Four
Chanting Facts Rhythmically chanting math facts, or setting math facts to

familiar songs, may be helpful for some students, particularly those with atten-
tion problems or other learning difficulties. Chanting math facts in a rhythmic
way requires students to repeatedly verbalize a set of facts (i.e., 1 times 5 is 5,
2 times 5 is 10, 3 times 5 is 15, etc.). Some students respond well to singing the
facts to familiar tunes like “The Farmer in the Dell.” Just be sure that students
are focusing on the ideas and not simply chanting or singing words. Fluency
is only one part of math fact mastery. Without a foundation of understanding,
memory can be very fleeting.
Making Connection to Money Concepts Ideas for relating ×10 facts to Name: __________________________________________________________________
money were shared in Chapter Three and can be easily adapted for ×5 facts. Nickels and Cents
Complete the In/Out chart to show the number of nickels and the amount of money for
each group of nickels. Draw a picture to show one of the rows.
For ×5 facts, students connect the number of nickels to the total amount of Number of
Nickels
1
Cents
money, so 4 nickels would total 4 × 5 or 20 cents, because each nickel repre- 10¢
4
sents 5 cents. The Dimes and Cents activity for ×10 facts has been modified to
a Nickels and Cents activity (see DR) to strengthen ×5 facts. Allowing students 40¢
to use nickel manipulatives will support students who still need to explore the Tell about the patterns you see in the Nickels and Cents chart above.
facts in a hands-on way.

The How Much Money? activity (see the DR) challenges students to com-
How can you tell the total amount if you have 7 nickels?
pare the values of similar quantities of nickels and dimes. This activity con-
tinues to build students’ number sense as it supports the development of the
Name: __________________________________________________________________
big idea that multiples of 5 are half of multiples of 10. How Much Money?
Jesse has some coins in his pocket. All of the coins are nickels or dimes. Use the chart
to show how much money Jesse could have in his pocket.
If Jesse has 5 dimes in his pocket, how much Amount of Amount of

money does he have? ___________ Number
Money for Money for
of Coins
Nickels Dimes
Making Connections to Concepts About Time Facts that have 5 as a

How do you know?
1
factor provide an excellent opportunity to connect the concepts of multiplica- 3
tion and telling time. The numbers on a clock symbolize 5-minute increments
If Jesse has 5 nickels in his pocket, how much 4
money does he have? ___________
5
How do you know?
(e.g., the 4 on a clock face represents 20 minutes because there are 4 groups of 6
5 minutes). Students can use movable clocks to represent different math facts. 8
How does Jesse’s amount of money change if he has dimes instead of nickels?
9
Students might begin by moving the minute hand of the clock to each number 10
on the clock face while skip-counting by fives, then progress to writing multi-
plication equations that connect the number on the clock face to the number
of minutes.
63

Tip Using beans or counters Building Automaticity

to cover game boards, Targeted Practice
rather than marking off products
with pens or markers, allows Introducing Math Games To maximize the impact of math fact games,
students to clear the board model the games with the class before students have the opportunity to play
and begin again each time they games with partners. Games can be modeled on an overhead, on a SMART
complete a game. Games that Board, or with a document camera to allow students to both see and hear the
allow for repeated play are rules. During modeling, explain the rules and explore possible strategies, or
thinking points, for the game. Field questions about the rules of the game or
providing repeated practice with
what to do when different scenarios arise. Have students play the game with
math facts!
partners as you move through the room observing students’ understanding
of the rules. A thorough introduction to each game will result in smoother play
when students are working on their own.
Corners
Directions:
5 10 25 50 35 5 20 10 1. Spin to see who goes

first. The lowest
number goes first.
25 45 40 20 15 15 50 40 2. Take turns spinning

the spinner and
Corners Corners (see DR) provides students with targeted practice for ×5
multiplying the number
20 35 10 30 45 10 45 20 by 5.
3. Find a space on the
board with that
product and place
10 40 50 15 35 30 40 15 your counter or chip
facts. Players take turns spinning a spinner and multiplying the number by
on it.
4. The first player to
25 35 10 25 20 25 10 25 make the corners of a
square wins.
45 35 45 10 40 5 45 40
30 50 20 30 25 15 35 10
Example of corners:
10 30
5. Students then place a counter, or bean, on a space on the board with that
5
30
45
20
50
15
5
40
5
15
45
30
5
40
45
30
50 15
product. The goal of this game is to cover 4 adjacent spaces to form the 4 cor-
ners of a square.
Corners x5 Spinner Ratio Tables Provide students with a vertical In/Out (ratio) table and ask
1 3 them to record the product for each fact as in the Math Facts Column activity in
7 5 the DR. These tables spur discussions and prompt writing about patterns seen
9 10 ×5 in the rows or columns. Ratio tables can also be used to explore real-world
connections (e.g., 5 points on a star or 5 toes on a foot (see DR activity)). And
6 8
feel free to vary the format to create rows instead of columns. Whether tables
2 4
are vertical or horizontal, they provide nice repetition of the facts.
Tip Once students have

experience completing
Name: __________________________________________________________________
Math Facts Column

Complete the table with the missing products.
Name: __________________________________________________________________
Points on a Star
There are 5 points on a star.
Complete the table to show how many points are on the stars.
In/Out tables in which the In n
1
n×5
Number of stars
Number of points
1 2 3 4 5 6 7 8 9 10
column is organized (numbers

If Jenny saw 6 stars, how many points did she see? _____ Tell how you got your
answer.
3
progressing from 1–10), mix the 5
order of the numbers in the In

7
8
Toes on a Foot
9
column, so students cannot rely

There are 5 toes on every foot.
Complete the table to show how many toes are on the feet.
10
Number of feet 1 2 3 4 5 6 7 8 9 10
What tip would you give to a friend who is having trouble completing this table?
on patterns to complete the table

Number of toes
How many toes are on 7 feet? _____ Tell how you got your answer.
and must rely on their math fact

knowledge.
64

Chapter Four
Fact Card Arrays Provide students with a set of ×5 fact cards and a set of
50 counters. Have students select a fact card and make an array to represent
the fact. Students count the number of rows, the number of counters in each
row, and the total number of counters, and then record their data. Remind
students that skip-counting, or simply knowing the multiplication fact, are
more efficient ways to find the total rather than counting every individual
counter.
Independent Fact Card Reviews The following activities minimize

the stress sometimes associated with fact card practice, as they emphasize
knowledge of the answer rather than speed. Suggest one of the following for
students who need additional practice with the ×5 facts.
Pick a card, or a designated number of cards, and . . . Tip Practice activities from
previous chapters can be
easily adapted for ×5 facts. You
Draw an array of the fact.
might want to try:
Write the repeated addition sentence that goes with it.
Fact Card Jumps (Chapter Two)
Write the fact, with the product, three times.
Fact Grids (Chapter Three)
Write a story problem for the fact.
Monitoring Progress: Working Toward Automaticity

Giving students frequent opportunities to engage in independent fact reviews
provides them with repeated practice, supports fluency, and allows for ongo-
ing monitoring of each student’s progress toward automaticity. Fact Checks
might focus specifically on the fact being taught (e.g., ×5 facts) or might com-
bine previously learned facts (e.g., ×2, ×10, and ×5 facts). The same Fact Check
can be done numerous times as students work toward fluency.
Our goal for students is automaticity with math facts, but automaticity
takes time. Students benefit from frequent practice and lots of teacher sup-
port (see Figure 4.3). Students can be more successful if they learn their math
facts in manageable pieces and progress at reasonable rates. In this book, fact Tip Following Fact Checks,
have students use
groups are sequenced so that students have a manageable number of facts to yellow highlighters to indicate
focus on at any given time, and those facts have natural connections to stu- known facts on a completed
dents’ previous learning. A large menu of possible activities allows you to con- multiplication chart (see DR).
tinue work on a fact set if students are having difficulty mastering it. Don’t By highlighting known facts,
rush! Long-term retention is the goal. students will also be able to
quickly focus on facts that still
need to be mastered. Encourage
students to select a few facts as
their goal for the next Fact Check.
65

Figure 4.3 This teacher frequently monitors student progress and provides ongoing
support.
Connecting to Division
Linking to Count on Pablo
The activities for Count on Pablo (deRubertis 1999) can be easily modified to
focus on division facts. Pablo and his grandmother put 5 peppers in each bag
to take to the market. Possible division problems include:
Pablo has 30 peppers. How many bags does he need?
Pablo has 45 peppers in bags. How many bags of peppers does Pablo have?
These problems are wonderful opportunities for students to work with part-
ners, use manipulatives, draw pictures, and write equations to solve division
problems. They also provide a wonderful opportunity for students to connect
their ideas about division with their understanding of multiplication.
66

Chapter Four
Divide and Go Divide and Go ÷5 Spinner

Directions:
1 2 3 4 5 6 7 8 9 10 1. Spin the spinner and

divide by 5.
11 12 13 14 15 16 17 18 19 20
2. The quotient is the
amount of points you
earn.
5 15
3. After each new spin,
21 22 23 24 25 26 27 28 29 30 add your points to your
31 32 33 34 35 36 37 38 39 40
total.
4. Keep track of your
points by placing a
marker on the correct
35 25
spot on the hundred
41
51
42
52
43
53
44
54
45
55
46
56
47
57
48
58
49
59
50
60
chart.
5. The first player to get
exactly 100 points wins.
Example of playing the game:

Jim spins 45 and divides by 5
45 50 ÷5
so he gets 9 points. He puts
his marker on 9.
61 62 63 64 65 66 67 68 69 70
On his next spin, Jim spins 10
71 72 73 74 75 76 77 78 79 80
and divides by 5 to get 2
points. He then adds his 2
points to the 9 points he
30 40
already had. He now has 11
points and moves his marker
81 82 83 84 85 86 87 88 89 90 to 11 on his hundred chart.
10 20
91 92 93 94 95 96 97 98 99 100
Divide and Go
Students can practice their division facts by playing Divide and Go (see DR).
Players spin a spinner and divide by 5. The quotient is the amount of points
Name: __________________________________________________________________
they earn for that turn. Players accumulate and keep track of their points Math Facts Column
Complete the table with the missing quotients.
using a counter on a hundred chart. For example, a player has her counter on n
5
n÷5
24. She spins 45 and divides by 5 to get 9 points. She then moves her counter 10
15
to 33. The first player to get to exactly 100, without going over, is the winner.
20
25
30
35
40
Modifying Multiplication Activities 45
50
An In/Out table can be used to help students build automaticity with multi-
What tip would you give to a friend who is having trouble completing this table?
plication facts. By changing the function on the table, it becomes an opportu-

nity for practicing division facts (see the Math Facts Column activity in the DR).
67

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Mastering the Basic Math

Revised_book.indb 1 2/19/14 1:29 PM

Offices and agents throughout the world

© 2011 by Susan O’Connell and John SanGiovanni

“Dedicated to Teachers” is a trademark of Greenwood Publishing Group, Inc.

Library of Congress Cataloging-in-Publication Data

This text was previously published under ISBN-13: 978-0-325-02962-7 and

Editors : Victoria Merecki and Katherine Bryant

Printed in the United States of America on acid-free paper

18 17 16 15 14 VP 4 5 6 7 8

Revised_book.indb 2 2/19/14 1:29 PM

Revised_book.indb 3 2/19/14 1:29 PM

What constitutes mastery of basic math facts? 2

Why memorize math facts? 2

Why is it important to understand math facts? 3

How can we help students master basic math facts? 5

How can this book help you? 6

How is this book organized? 7

What is the teaching sequence of math facts within this book? 9

What downloadable resources are available? 11

Resources for Professional Learning Communities 11

Chapter 1 Understanding Multiplication and Division 13

Introducing the Concepts of Multiplication and Division 16

Using Models to Represent Multiplication and Division 21

Posing/Writing Problems to Develop an Understanding of Math Facts 24

Exploring Multiplication and Division Through Children’s Literature 25

Beginning with Understanding 26

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Chapter 2 Multiplying by Two 27

Literature Link: Two of Everything 29

Exploring the Facts: A Focus on Pairs 33

Supporting All Learners 35

Chapter 3 Multiplying by Ten 43

Understanding ×10 Facts 45

Literature Link: The Grouchy Ladybug 45

Exploring the Facts: Looking for Patterns 47

Supporting All Learners 47

Monitoring Progress: More on Fact Checks 51

Chapter 4 Multiplying by Five 55

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Exploring the Facts: An Investigation with Pennies 57

Literature Link: Count on Pablo 59

Supporting All Learners 62

Monitoring Progress: Working Toward Automaticity 65

Chapter 5 Multiplying by One 69

Literature Link: One Tiny Turtle 70

Exploring the Facts: Using Color Tiles 72

Supporting All Learners 72

Monitoring Progress: Teacher-Administered Individual Fact Checks 76

Chapter 6 Multiplying by Zero 79

Exploring the Facts: Problem Solving About School Supplies 80

Literature Link: Where the Wild Things Are 82

Supporting All Learners 83

Revised_book.indb 7 2/19/14 1:29 PM

Monitoring Progress: Charting Foundation Facts 87

Chapter 7 Multiplying by Three 91

Literature Link: A Three Hat Day 92

Exploring the Facts: Doubling and Tripling Baskets of Fruit 95

Supporting All Learners 96