EXPLORINGMULTIPLICATION PATTERNS Miss Key’s Third Grade Math Class
INTRODUCTIONThis lesson enables students to beginmastering their multiplication facts.Students will learn to use patterns andproperty theories as strategies for recalling thosefacts.
THE MULTIPLICATION TABLES VIDEO../Desktop/multiplication-2--the-multiplication-tables.htm
INDIANA STATE STANDARD 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
OBJECTIVESStudents will: • Develop computational fluency by exploring patterns in multiplication for products involving one-digit factors. • Understand and use the zero property for multiplication and the property of one as a factor in multiplication.
MATERIALS NEEDEDCrayons or markers.Hundred Chart.Doubles Worksheet.Multiplication Table.
MULTIPLICATION VOCABULARY Multiple – a number that contains another number an integralnumber of times without a remainder • Example: 12 is a multiple of 3 Factor – one of two or more numbers, algebraic expressions, orthe like, that when multiplied together produce a given product; adivisor • Example: 6 and 3 are factors of 18 Product – the result obtained by multiplying two or morequantities together Double – twice the amount or multiplied by two
HUNDRED CHART http://www.teachervision.fen.com/tv/printables/scottforesman/Math_4_TTT_9.pdf • Count by 2s, shading multiples of 2 in yellow. Examine the numbers carefully. • Ask: • What patterns do you notice? (Hint: Are the multiples of 2 even or odd? What do they always end in?) • Now count by 5s, circle the multiples of 5 with a blue marker on your number charts • Ask: • What patterns do you notice? (Hint: What do the multiples of always end in?) • What do you see when you look at the multiples of 2 & 5? What do they all end in?
HUNDRED CHART CONT .Now count by 9s. Find a pattern and discuss thepattern you found with your group.Find on your chart: • The multiples that 2 & 9 have in common • The multiples that 2 & 5 have in common • The multiples that 5 & 9 have in commonWhat would happen if you shaded in all the multiples of 1 on the chart?
PROPERTY OF ONE FOR MULTIPLICATIONThe product of a number and 1 is that samenumber.Every number is a multiple of one and itself.Examples:8x1=? 9x1=? 52 x 1 = ? 1 million x 1 = ?
ZERO PROPERTY FOR MULTIPLICATIONThe product of a number and 0 is 0.Examples:3x0=? 52 x 0 = ? 1 million x 0 = ?
NAME THE DOUBLE Name the double of : 2(2 x 2 = 4) For his family reunion Ariel wants to make 2 lemon piesthat use 5 lemons each. How many lemons should he buy?Then he remembers that his Uncle Bob loves lemons and islikely to eat 2 pies all by himself. Ariel better make 4 pies! Howmany lemons will he need to make 4 pies that require 5 lemonseach?
EXPLANATION OF NAME THE DOUBLE2 x 5 = 104 x 5 = 10 + 104 x 5 = 20 • Because 4 is the double of 2, the product of any number multiplied by 4 will be double the product of that same number multiplied by 2.
NAME OTHER DOUBLES 4 x 2 = 8 and 4 x 6 = 24 • 4 x 6 = 24 • 8 x 6 = 24 + 24 4 x 2 = 8 and 4 x 7 = 28 • 4 x 7 = 28 • 8 x 7 = 28 + 28 4 x 2 = 8 and 4 x 8 = 32 • 4 x 8 = 32 • 8 x 8 = 32 + 32
DOUBLES WORKSHEEThttp://www.teachervision.fen.com/tv/printables/Exploring-Multiplication.pdf • Develops the concept of the doubles and work on it until the pattern is clear.
MULTIPLICATION PATTERNS: QUIZ Welcome to the quiz! Click the correct answer for each ofthe following five questions! If at any time you need or want to stop the quiz, click the Button. Click here to begin!
MULTIPLICATION PATTERNS: QUIZ1. The result obtained by multiplying two or more quantities together is called a. Multiple b. Factor c. Product d. Double
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