# Lesson 4

Multiplication Practice (optional)

## Warm-up: Number Talk: Factors Over Ten (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for multiplying within 100 with one factor larger than 10. These understandings help students develop fluency and will be helpful when students find factor pairs of numbers later in the lesson.

In this activity, students have an opportunity to look for and make use of structure (MP7) as they use a combination of products of smaller factors to find products of larger factors.

### Launch

- Display one expression.
- “Give me a signal when you have an answer and can explain how you got it.”
- 1 minute: quiet think time

### Activity

- Record answers and strategy.
- Keep expressions and work displayed.
- Repeat with each expression.

### Student Facing

Find the value of each expression mentally.

- \(10 \times 6\)
- \(3 \times 6\)
- \(13 \times 6\)
- \(12 \times 4\)

### Student Response

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### Activity Synthesis

- “How can knowing the value of the first two expressions help you find the value of the third expression?” (I can multiply in parts and add the smaller parts together to find a larger product.)

## Activity 1: Card Sort: Multiplication (15 minutes)

### Narrative

The purpose of this activity is for students to self-assess their own fluency with multiplication facts and practice the ones that are less familiar. Students are given a set of expressions. They sort them into categories of “know it right away,” “can find it quickly,” or “don’t know it yet.” Then, they identify products they don’t know (or don’t know well) yet, discuss strategies for finding those products, and practice using those strategies.

*MLR8 Discussion Supports*. Students who are working toward verbal output may benefit from access to mini-whiteboards, sticky notes, or spare paper to write down and show their responses to their partner.

*Advances: Writing, Representing*

*Engagement: Develop Effort and Persistence*. Chunk this task into more manageable parts. Give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set.

*Supports accessibility for: Memory, Social-Emotional Functioning*

### Required Materials

Materials to Copy

- Card Sort: Multiplication

### Required Preparation

- Create a set of multiplication fluency cards from the blackline master for each group of 2.

### Launch

- Groups of 1–2
- Give each group a set of fluency cards.
- “Take some time to sort the cards into one of the three groups.”
- 3–5 minutes: partner work time

### Activity

- “Let’s share strategies for finding products we don’t know yet and practice with them.”
- “Choose 5 multiplication facts that you don’t know yet and record the expressions. These are the products you will practice finding.”
- 1 minute: independent work time
- “Now, share your list with your partner. Discuss some strategies you could use to find the products quickly. Afterwards, take some time to practice finding the products you chose.”
- 3–5 minutes partner work time

### Student Facing

Take turns sorting the multiplication expressions into one of these groups:

- know it right away
- can find it quickly
- don’t know it yet

Multiplication expressions I’m going to practice:

### Student Response

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### Advancing Student Thinking

### Activity Synthesis

- “What are some useful strategies for finding products you didn’t know yet?” (Think of a product I already know and use it to find the one I didn’t know yet. Imagine equal-size groups. Break the expressions into smaller numbers, find those products, and then add them.)

## Activity 2: Introduce Find the Number, Factors (20 minutes)

### Narrative

The purpose of this activity is for students to apply multiplication fluency within 100 to find factors of multiples within the range of 1–36. This game is Stage 1 of the center Find the Number. In this stage, students find all the factors for a given number.

One player chooses a number on the game board (1–36) and gets that many points. The second player covers all the factors of that number. The score of the second player is the sum of all of the covered factors.

Players take turns choosing the starting number. A player who chooses a number without any uncovered factors loses their next turn. When there are no numbers remaining with uncovered factors, the player with the most points wins.

### Required Materials

Materials to Gather

Materials to Copy

- Find the Number Stage 1 Directions and Gameboard

### Launch

- Groups of 2
- Give each group a copy of the blackline master and centimeter cubes.
- “We are going to play a game called Find the Number. Take a few minutes to read the directions.”
- 2 minutes: independent work time
- “What questions do you have about the game?”
- Consider playing a demonstration round or asking questions such as:
- “If I covered the number 9, which factors would you cover?” (1, 3)
- “What would your score be?” (4)
- “What would my score be?” (9)

### Activity

- 10–15 minutes: partner game time

### Student Response

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### Activity Synthesis

- “What strategies were helpful for the game?” (Choose numbers with fewer factors to keep your opponent’s score low.)

## Lesson Synthesis

### Lesson Synthesis

“Today we practiced multiplication.”

“What strategies do you remember from grade 3? What new strategy did you learn today?”

**Math Community**

Ask students to reflect on both individual and group actions and consider the question: “As we did math together in our mathematical community, what norms, or expectations, did we keep in mind?”

Record and display their responses under the “Norms” header.

## Cool-down: Reflect on Multiplication and Strategies (5 minutes)

### Cool-Down

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