Teacher:Ms. Bailey Tucker
Grade Level/Subject Area:Grade 5 Mathematics
Standard:Common Core (Math) Standard 5.OAT.2 Write simple expressions that record
calculations with number and interpret numerical expressions without evaluating them.
Learning Objective: Given mathematical problems for the multiplication facts routine, students
will be able to find all factors of a number.
Required Materials:Math Journal 1, Student Reference Book, Study Link Master, calculator,
SMARTBoard.
Anticipatory Set: The students will participate together in a group activity. The learning
activity will start by the teacher gathering everyone together, and then the class will count
together the number in students in the group. There should be 24 students total participating in
the group activity. The teacher will give students instructions to “group” into the numbers the
teacher calls out. Example: The teacher will call out 6; students will get into groups of 6. The
teacher will call out numbers: 1, 2, 3, 4, 6, 8, 12 and 24. Once the activity is over, students will
return to their seats, and the teacher will ask the students what was the purpose of the activity
how it relates to math. After the discussion is over, the teacher will direct the class into the
lesson.
Instruction: Students are formally introduced to a Multiplication Facts Routine using Mental
Math and Reflexes problems. They form rectangular arrays; write number models for arrays; and
list factor pairs for whole numbers. Key concepts and skills include finding all factors of a
number; know and apply multiplication facts; writing number models for rectangular arrays. Key
vocabulary terms are factor, product, and factor pair. Using the SMARTboard, students will
practice and apply multiplication facts; students will practice and maintain skills through the
SMARTboard. The teacher will first show problems for the multiplication facts routine and ask
for volunteers to explain their solutions for each problem. The teacher will discuss the sample
arrays and solicit possible grouping categories for the Array Museum. The teacher will then have
volunteers write their number models on the SMARTboard. Remind students that in a number
model such as 3*5=15 or 5*3-15, the 3 and 5 are called factors; and 15, the result of
multiplying, is called the product of 3 and 5. The factors 3 and 5 are a factor pair for the
number 15. Once the learning models are complete, the teacher will list all the whole-number
factor pairs of the number 18 with the class on the SMARTboard. Remind students that each of
the turn-around facts uses only 2 factors. 1*18 and 18*1 use the factors 1 and 18. If students
have trouble finding pairs, ask them to use counters to make all possible arrays of 18. Then write
a number model for each array on the SMARTboard.
Independent Practice/Assessment: Students will work independently to complete problem 2
on journal page 10. The teacher will encourage students to use their knowledge of the
multiplication facts to solve the problem. The teacher will use journal page 10, Problem 2 to
assess students’ ability to identify factor pairs. Students are making adequate progress if they
have used factor pairs to write correct multiplication number models for the numbers in this
problem.
Closure: Students will practice multiplication facts by playing Multiplication Top-It on the
SMARTboard. Teacher will encourage students to bring examples of arrays to school.