## Mastering the Basic Math Facts: Multiplication & Division

**Facilitators**

*Sherry Johnson & Kelsey French*

**Objectives**

- To learn about strategies, activities, and interventions to help
**move students beyond memorization of math facts to mastery.** - To deepen our understanding and
**enhance our professional toolkit**in meeting the needs of our students. - To work as a vertically aligned professional learning community (PLC) to create a more
**student-centered math classroom**.

**Requirements**

- We will
**answer two questions and then comment on at least 2**of the posts made by members of our PLC. - In responding to posts, we will clearly state which aspect of our peer’s comments resonated with us and then add additional insights/examples either from the text or classroom experiences.
- We will endeavor to post in a timely manner so we may maximize our learning time and capitalize on the expertise of members of our PLC.
*We will earn 16 professional development credits for this book study.*

**Week 1**

**Introduction & Chapter 1**

**W1-Q1)** Why is mastery of multiplication and division facts important? Are there types of math facts practice activities that increase or decrease anxiety?

**W1-Q2) **What are some misconceptions that might cause early confusion for students just starting their study of multiplication? How would you address such misconceptions?

**W1-Q3)** What types of models might be used to help students visualize multiplication and division? Why might using a variety of models be helpful for students?

**W1-Q4)** What real-world experiences might make effective multiplication or division problems for students to explore?

**W1-Q5)** What is a quote or teaching idea that resonated with you after reading pages 1-26? Explain your thoughts?

**Week 2**

**Chapters 2, 3 & 4 (Multiplying by 2, 10, & 5) **

**W2-Q1)** What prior knowledge and skills might help students better understand multiplication of two, ten, or five as a factor?

**W2-Q2)** How might making connections to money concepts enhance students’ understanding of *X10 facts*? How might you explore these connections?

**W2-Q3)** What are the benefits of incorporating children’s literature into math facts lessons? How does a before, during, and after approach enhance the use of children’s literature?

**W2-Q4)** What type of fact card activities might be effectively used for independent practice or as part of math centers/stations? How could you differentiate such activities?

**W2-Q5)** What is a quote or teaching idea that resonated with you after reading pages 27-67? Explain your thoughts?

**Week 3**

**Chapters 5 & 6 (Multiplying by 1 and 0) **

**W3-Q1)** Why is it that *X1 facts* can be confusing to understand but easy to memorize? How will you help students to explore the rule for multiplication by one and help them to develop an understanding of why the rule is true?

**W3-Q2)** Why might drawing pictures to show zero facts be challenging for students? What hands-on explorations could you do in the classroom to help students understand the “zero property of multiplication” (p.80).

**W3-Q3)** What is the teacher’s role during math games? How might the teacher help students celebrate and track their progress towards fact mastery?

**W3-Q4)** The first five sets of facts *(X2, X10, X5, X1, X0)* are called foundational facts. What is the significance of these facts? Why is this a good time to work on fluency with the foundation facts prior to introducing additional sets of facts?

**W3-Q5)** What is a quote or teaching idea that resonated with you after reading pages 69-89? Explain your thoughts?