# Lesson 9

Día de juegos de multiplicación

## Warm-up: Conversación numérica: Multipliquemos factores grandes (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for multiplying a one-digit number and a two-digit number, which will be helpful later in this lesson when students continue to practice multiplying within 100.

### Launch

• Display one expression.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

### Activity

• Keep expressions and work displayed.
• Repeat with each expression.

### Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$4\times10$$
• $$4\times20$$
• $$4\times21$$
• $$4\times24$$

### Activity Synthesis

• “¿Cómo encontraron los productos más retadores?” // “How did you figure out the more challenging products?” (Once I knew $$4\times20$$, I was able to build on it to find $$4\times21$$ and $$4\times24$$ by just adding more fours. I knew that 4 groups of 25 make 100, so I took away 4 to find 4 groups of 24.)

## Activity 1: Conozcamos “Fiesta de rectángulos” y “¿Qué tan cerca?” (20 minutes)

### Narrative

The purpose of this activity is for students to learn stage 3 of the Rectangle Rumble center and stage 5 of the How Close? center to practice multiplying within 100. These are centers that were previously suggested, so if one of them has been used before, only introduce the center that is new to students. If both centers are familiar to students, consider giving them center choice time or choosing one or more centers for students to play.

MLR7 Compare and Connect. Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “¿Alguien resolvió el problema de la misma manera, pero lo explicaría de otra forma?” // “Did anyone solve the problem the same way, but would explain it differently?”, “¿Qué tuvieron en común las estrategias? ¿En qué fueron diferentes?” // “What did the strategies have in common?”, “How were they different?”

### Required Materials

Materials to Copy

• Rectangle Rumble Stage 3 Grid, Spanish
• Number Cards (0-10)
• Rectangle Rumble Stage 3 Spinners, Spanish
• How Close? Stage 5 Recording Sheet, Spanish

• Groups of 2

### Activity

• “Vamos a aprender a jugar ‘Fiesta de rectángulos’. Tómense un minuto para leer las instrucciones de ‘Fiesta de rectángulos’” // “We are going to learn how to play Rectangle Rumble. Take a minute and read the directions for Rectangle Rumble.”
• 1 minute: independent work time
• Display a Rectangle Rumble Stage 3 Grid.
• 5–7 minutes: Play a 2-3 rounds of Rectangle Rumble Stage 3 against the class.
• Explain that, once the grid can’t fit any more rectangles, the player with the greatest number of square units filled in wins the game.
• “Ahora vamos a aprender a jugar ‘¿Qué tan cerca?’. Tómense un minuto para leer las instrucciones de ‘¿Qué tan cerca?’” // “Now, we are going to learn how to play How Close?. Take a minute and read the directions for How Close?.”
• 1 minute: independent work time
• Display the How Close? Stage 5 recording sheet.
• 5–7 minutes: Play 2-3 rounds of How Close? Stage 5 against the class.
• Explain to students that after their recording sheet is full, they should add their score for each round and the player with the lowest score wins.
• Answer any questions students have about how to play the games.

### Student Facing

Instrucciones de “Fiesta de rectángulos”:

• Escojan un color para colorear sus rectángulos que sea diferente al color que escoja su compañero.
• Ambos compañeros:

• Hacen girar las dos ruletas.
• Colorean un área rectangular para representar el producto de los dos números.
• Hacen esto por turnos hasta que no quepan más rectángulos en la cuadrícula.

Instrucciones de “¿Qué tan cerca?”:

• Ambos compañeros:

• Toman 4 tarjetas.
• Escogen 2 o 3 tarjetas para multiplicar.
• Escriben una ecuación que muestre el producto de los números que escogieron.
• El puntaje en cada ronda es la diferencia entre su producto y 100.
• Tomen más tarjetas para completar 4 tarjetas y empezar la siguiente ronda.
• Al final del juego, cada uno suma los puntajes que obtuvo en todas las rondas. Gana el jugador que tenga el menor puntaje.

### Activity Synthesis

• “¿Qué estrategias pudieron practicar en estos centros?” // “What strategies were you able to practice in these centers?” (I was able to use multiplication facts I know to figure out facts that I’m still working on. I was able to practice some of the multiplication facts that I still need to work on.)

## Activity 2: Momento de escoger: Juegos de multiplicación (20 minutes)

### Narrative

In this activity, students practice multiplying within 100 by playing a game of their choice. The game options are from previously introduced centers:

• Compare, Stage 3: Multiply within 100
• How Close, Stage 5: Multiply to 100
• Rectangle Rumble, Stage 3: Factors 1–10

If students had center choice time in the last activity, consider having students design their own multiplication game with the materials used in the centers. Students could also use additional materials such as number cubes, grid paper, and index cards if they are available.

Engagement: Provide Access by Recruiting Interest. Use visible timers or audible alerts to help learners anticipate and prepare to transition between activities.
Supports accessibility for: Social-Emotional Functioning, Organization

### Required Materials

Materials to Gather

### Required Preparation

• Gather materials from:
• Compare, Stage 3
• How Close, Stage 5
• Rectangle Rumble, Stage 3

### Launch

• “Ahora vamos a jugar algunos juegos para practicar la multiplicación” // “Now we are going to play games to practice multiplication.”
•  Display the center choices and ask students to consider what they'd like to do.

### Activity

• Invite students to work at the center of their choice.
• 12-15 minutes: center work time

### Student Facing

Escoge un centro para practicar la multiplicación hasta 100.

• “Compara: Multiplica hasta 100”: decide cuál expresión tiene el mayor valor.
• “¿Qué tan cerca?: Multiplica para obtener 100”: escoge 2 o 3 números que cuando los multipliques obtengas el producto más cercano a 100.
• “Fiesta de rectángulos: Factores del 1 al 10”: multiplica números para crear áreas rectangulares y llenar una cuadrícula con el mayor número de cuadrados.

### Activity Synthesis

• “¿Qué les gustó del juego que jugaron?” // “What did you enjoy about the game you played?” (Thinking about which numbers to multiply to get close to 100 without going over. Competing against my partner.)

## Lesson Synthesis

### Lesson Synthesis

“Hoy jugamos algunos juegos de multiplicación” // “Today, we played some multiplication games.”

“¿Qué estrategias para multiplicar pudieron practicar mientras jugaban los juegos de multiplicación?” // “What multiplication strategies were you able to practice as you played multiplication games?” (I was able to use the strategies I had practiced in the last lesson. I was able to use multiplication facts that I know to find multiplication facts that I don’t know.)