Multiplication Review- I Have... Who Has

Introduction

This lesson will allow students to review their multiplication facts.

My third grade students have learned their multiplication tables this school year. In order to get their attention I will introduce a math review.

Task

The students will be reviewing their multiplication tables.

Process

1. Distribute the cards randomly to your students. Some students may get more than one card.

2. Select  a student to begin by reading their card aloud.(Example I have 35.Who has 4x4?)

3. The student who has the card with the correct answer to the previous student's  

" Who  Has..." question reads their card aloud.

4. Students must listen for their turn and try not to break the chain.

5. When the chain circles around to the first student, the game is over

Evaluation

This is how the students will be evaluated.

  Beginning

1		 Developing

2		 Qualified

3		 Exemplary

4		 Score

 
Problem Solving
  • No strategy is chosen, or a strategy is chosen that will not lead to a solution.
  • Little or no evidence of engagement in the task is present.

 

  • A partially correct strategy is chosen, or a correct strategy for only solving part of the task is chosen.
  • Evidence of drawing on some relevant previous knowledge is present, showing some relevant engagement in the task.
  • A correct strategy is chosen based on the mathematical situation in the task.
  • Planning or monitoring of strategy is evident.
  • Evidence of solidifying prior knowledge and applying it to the problem-solving situation is present.  
  • An efficient strategy is chosen and progress toward a solution is evaluated.
  • Adjustments in strategy, if necessary, are made along the way, and/or alternative strategies are considered.
  • Evidence of analyzing the situation in mathematical terms, and extending prior knowledge is present.
  
Reasoning and Proof
  • Arguments are made with no mathematical basis.
  • No correct reasoning nor justification for reasoning is present.
  • Arguments are made with some mathematical basis.
  • Some correct reasoning or justification for reasoning is present with trial and error, or unsystematic trying of several cases.
  • Arguments are constructed with adequate mathematical basis.
  • A systematic approach and/or justification of correct reasoning is present. This may lead to:
    • Clarification of the task.
    • Exploration of mathematical phenomenon.
    • Noting patterns, structures and regularities
  • Deductive arguments are used to justify decisions and may result in more formal proofs.
  • Evidence is used to justify and support decisions made and conclusions reached. This may lead to:
    • Testing and accepting or rejecting of a hypothesis or conjecture.
    • Explanation of phenomenon.
    • Generalizing and extending the solution to other cases.
  
Communication
  • No awareness of audience or purpose is communicated.
  • Little or no communication of an approach is evident.
  • Everyday, familiar language is used to communicate ideas.
  • Some awareness of audience or purpose is communicated, and may take place in the form of paraphrasing of the task.
  • Some communication of an approach is evident through verbal/written accounts and explanations, use of diagrams or objects, writing, and using mathematical symbols.
  • Some formal math language is used, and examples are provided to communicate ideas.
  • A sense of audience or purpose is communicated.
  • Communication of an approach is evident through a methodical, organized, coherent, sequenced, and labeled response.
  • Formal math language is used throughout the solution to share and clarify ideas
  • A sense of audience and purpose is communicated.
  • Communication at the practitioner level is achieved, and communication of arguments is supported by mathematical properties used.
  • Precise math language and symbolic notation are used to consolidate math thinking and to communicate ideas.
  
Connections  

  • No connections are made.
 Some attempt to relate the task to other subjects or to own interests and experiences is made. Mathematical connections or observations are recognized. Mathematical connections or observations are used to extend the solution.  
Representation No attempt is made to construct mathematical representations. An attempt is made to construct mathematical representations to record and communicate problem solving. Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions. Abstract or symbolic mathematical representations are constructed to analyze relationships, extend thinking, and clarify or interpret phenomenon  
           
           

 

Credits

In order to use this lesson a math book with multiplication tables will be needed, and multiplication flash cards.

Teacher Page

Tiffany Walker, University of West Alabama

 

Thanks for learning