Beacon Lesson Plan Library
Far Out Fact Families
Bay District Schools
The student explores related multiplication and division facts.
The student understands and explains the effects of addition, subtraction, and multiplication on whole numbers, decimals, and fractions, including mixed numbers, and the effects of division on whole numbers, including the inverse relationship of multiplication and division.
-Student on-line lesson -Three is a Crowd-
1) Check computer connectivity.
2) Get Math Journals ready.
3) Gather Unifix Cubes.
The student understands the inverse relationship of multiplication and division.
Initiate a group discussion about families. Discuss how people in a family are related to each other. Choose 15 students to go quietly to the front of the room. Ask the remaining students if there is a way to equally divide these students into 3 groups. Choose a student who appropriately raises his or her hand to answer the question.
1. Ask 15 students to stand up. Tell the students to form 3 equal groups. (physically)
2. Question: How many groups do we have? (3) How many children are in each group? (5)
3. Write the multiplication fact 3 x 5 = 15 on the board for the children to view.
4. Ask the students to get back into one group. Tell the students to now form 5 equal groups. (physically)
5. Question. How many groups do we have? (5) How many children are in each group. (3)
6. Write the multiplication fact 5 x 3 =15 on the board below the other fact.
7. Ask 15 (possibly different students) to stand in one group. Tell them to form 3 different equal groups. Write 15/3=5 on the board.
8. Do the same as above for 15/5=3 and write the fact on the board.
9. Discuss multiplication and division fact families with the class.
10. Partner children and distribute unifix cubes (30) per group.
11. Model the fact family 3,5,15 with the whole group. (5x3=15; 3x5=15; 15\3=5; 15\5=3)
12. Ask the children to show 2 x 3=6 with their cubes. Ask them to show you the other multiplication fact for the family 2x3=6. Do the same for the division facts. (6/3=2; 6/2=3)
13. List more fact families for the children to work on while you circulate and assist. Example: 4,2,8; 4,5,20; 3,4,12; ...
1. Have the students return to their seats and collect Unifix cubes.
2. Review and discuss fact familes.
3. Distribute Math Journals. Students list at least 3 fact families for the students to complete independently in their journals. Example: Fact Family 2,5, 10. The children should list all four facts. (2x5=10; 5x2=10; 10/2=5; 10/5=2).
During computer time, students will complete the student on-line lesson 'Three is a Crowd' which deals with multiplication and division fact families.
The student completes the required Math Journal entry. This will show that the student understands the inverse relationship of multiplication and division.
Web supplement for Far Out Fact Families.Three is a crowd