LESSON PLAN

Multiplication and Division Facts to 100

Apothem Team

Grade 6 · Computational Fluency

LESSON AT A GLANCE

Warm-up

5 min

Explore

15 min

Consolidate

10 min

Practice

12 min

Exit ticket

3 min

Warm-up

Doubling chain: start at 3. Double: 6. Double: 12. Double: 24. Double: 48. Double: 96. So 3 x 32 = 96. Try: start at 7. Double to get 7x8. (7, 14, 28, 56: so 7x8=56.) This warm-up builds doubling fluency and connects it to multiplication.

Explore

Strategy showdown: each student receives 5 hard facts. They must solve each with two different strategies, compare which is faster, and present both to a partner. Class discussion: which strategies are most broadly useful?

Consolidate

Practice

Students complete 30 facts timed at their own pace (target: no fact over 5 seconds), apply double-double to 8 multi-digit multiplications. Exit ticket: 28 x 4 using double-double.

Exit ticket

Students complete 30 facts timed at their own pace (target: no fact over 5 seconds), apply double-double to 8 multi-digit multiplications. Exit ticket: 28 x 4 using double-double.

TIP A fact that takes more than 3 seconds is not yet fluent. Identify the slowest facts for each student and target them specifically with games and practice.

WORKED EXAMPLES

Use double-double to find 37 x 4.

Double 37=74. Double 74=148. So 37x4=148.

Divide 96 by 8 using a doubling strategy.

Think: 8x?=96. Start: 8x1=8. Double: 8x2=16. Double: 8x4=32. Double: 8x8=64. Double: 8x16=128 (too much). So between 8x8=64 and 8x16=128. 8x12=8x8+8x4=64+32=96. So 96/8=12.

MATERIALS

•Fact game cards

•Doubling chains practice strips

•Multi-digit computation worksheets requiring facts

WATCH FOR

!Students may double twice but lose track of which number they are doubling (multiplying by 4 vs. double the multiplicand). Explicit labelling: I am doubling the multiplicand, not the factor.

!Students who memorized facts without strategies will be stuck when they forget. Strategy-first learning means students can always reconstruct the answer.