# Multiplication Terms

## 📖Standard

CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.)

CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

40 minutes

## 📲TECHNOLOGY REQUIRED

### In class:

Printer to print cards. Computer with projector in classroom to watch video. Access to computers or tablets to play games.Students can also play on phones.

Link for flash cards if you don’t have two-sided printing. Students cut and fold the cards.

Link for flash cards if you DO have two-sided printing. Just print out one sheet and have students cut out the cards.
Hint: If using this as a center activity or for multiple classes, teachers may wish to make a few sets of cards and laminate them.

### Remote:

Computer with Internet access to view flash cards, watch video and play games.

## 📃 SUMMARY

Students watch a video on multiplication terms then review terms with flash cards. Students quiz each other with flash cards. The lesson closes with practicing multiplication and division by playing Making Camp Premium.

## 📚 Lesson

### Watch video

Perhaps you know the definition of a product and a factor, but what about the distributive property of multiplication? Have you ever thought about the Identity Property as a mirror or the Zero Property of Multiplication occurring because zero is a number that won’t share the spotlight? Learn these and more with Ms. Sanchez.

### Make the Cards

I strongly recommend having students make their own cards. It saves work for the teacher, it is one more opportunity for students to see the material and some students learn better when physically engaged.

If you will be using printed flash cards, there are two downloadable PDFs.

If you can print two-sided, you can just print out these sheets. They can cut the cards out with scissors, with the term on the front and the definition on the back.

If your printer doesn’t print two-sided, you’ll find it easier to use these sheets because the definition of each term is next to it. The student can cut between cards and then bend in the middle of the paper to have term on the front and definition on the back.

### Students review math cards individually.

Students can review using printed cards or review cards in a Google slides presentation shared with students . This activity should take 5-10 minutes.

### Students review with classmates

After reviewing individually, students take 5 minutes to pair up and quiz their classmates. Students should take turns giving a term and asking for the definition. Students learning remotely can pair up with a classmate and take turns using the Google slides presentation to quiz one another.

### Play a game

Students play the Making Camp Premium game to practice multiplication and division.

## Assessment

Making Camp Premium offers Data and Reports for teachers to access after students are finished playing. If you are remote teaching students experiencing low internet connectivity students can play offline but the data will not be transmitted to show their progress.