## Roll a Fact

### Mary Ann TaylorBay District Schools

#### Description

Students will write multiplication and division fact families for two given numbers.

#### Objectives

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.

#### Materials

-Chalkboard
-Chalk
-Two extra large dice (can be made from boxes)
-Enough regular dice for half the class to have two dice each.
-Paper
-Pencils

#### Preparations

1. Buy or make 2 extra large dice. They can be made out of boxes.
2. Gather enough regular dice so that half of your class can have two dice each.

#### Procedures

1. Show the class the two extra large dice.

2. Ask a volunteer to come to the front of the room and roll the dice.

3. Ask the student what two numbers are represented by the dice.

4. Ask the student to write a multiplication problem on the chalkboard using those two numbers as factors and what they equal when multiplied together as the product. (This is a good time to review the terms factors and product and their definitions.)

5. Ask the class what other multiplication problem could be written for those same three numbers. Have a volunteer come up to the board and write it under the first multiplication problem.

6. Ask if anyone knows a division problem that can be written using those same three numbers. Have a volunteer write it under the second multiplication problem.

7. Ask if another division problem can be written using those same numbers. Have a volunteer write it on the board under the first division problem.

8. Ask if anyone knows how these numbers are related and what we call it when numbers are related like this. (fact families)

9. Explain that just like addition and subtraction have fact families so do multiplication and division. Point out that in addition the sum is always the last number in the problem just like the product is in multiplication. Also, in subtraction the first number is always the largest just like in division.
10. Have different students come to the front of the room, roll the dice, and write the fact families for those numbers. (When doubles are rolled, explain that just like in addition and subtraction there are only two facts in the family.)

11. Pass out paper and pencils to all students.

12. Divide the students into pairs giving each pair two dice. Tell students that they will take turns rolling the dice. After the dice are rolled, each student in the pair is to write all the facts for the two numbers. Then they will check their answers with each other. If they both have the same answers, the next person rolls the dice and they write the fact families again. If their answers do not match, have them raise their hands so that you can go over and help them find where the mistake was made. Continue playing as long as you want.

Day 2
1. Review yesterday's lesson with the big dice having several students come up to the board to write the fact families.

2. Pass out paper and pencils to all students.

3. Write two numbers on the board and tell the students to write the fact families for these numbers. Do this with 10 sets of two numbers.

3. Collect and check the students' work.

#### Assessments

Students who correctly answer 80% of the problems on the chalkboard will have shown mastery of this skill.