Contents Introduction Division Fact Strategies ..... Think Multiplication Background. Prerequisites. Fives Facts Introducing the Fives facts and their connection to multiplication... Reinforcing the Fives facts and their connection to multiplication. Practicing the Fives facts and their connection to multiplicatio ‘Twos Facts. Introducing the Twos facts and their connection to multiplication... Reinforcing the Twos facts and their connection to multiplication... Practicing the Twos facts and their connection to multiplication... Fours Facts Introducing the Fours facts and their connection to multiplication Reinforcing the Fours facts and their connection to multiplication .....mmnns:snnennnnrnernmnnnes 29 Practicing the Fours facts and their connection to multiplication... Eights Facts Introducing the Eights facts and their connection to multiplication... Reinforcing the Eights facts and their connection to multiplication... Practicing the Bights facts and their connection to multiplication... Practicing the Twos, Fours and Eights facts.... for Life DivisionNines, Sixes and Threes Facts Introducing the Nines, Sixes and Threes facts and their connection to multiplication... Reinforcing the Nines, Sixes and Threes facts and their connection to multiplication. Practicing the Nines, Sixes and Threes facts and their connection to multiplication.. Practicing the Division Facts Why can't | divide by zero?. Dealing with the Last Fact .... Blackline Masters...i | Number sense fosters | creative and flexible | thinking that is compatible with mental computation. Introduction Number Facts Itis essential that all students be able to successfully calculate either mentally or with paper and pencil. The first significant step for calculating involves earning the basic number facts associated with each operation. Research has shown that the most effective way for students to learn number facts is to organize the facts into clusters. Each cluster is based on a thinking strategy that students can use to help them learn all of the facts in that cluster. For multiplication, the clusters are ‘use counting’, ‘think real world’, “use doubles” and ‘build up and build down’. For division, there is only one strategy. Because division is the inverse of multiplication, the students are encouraged to ‘think multiplication’ throughout the entire teaching sequence. The same steps are used to learn the facts within a cluster. First, students are introduced to the strategy. Second, students develop confidence using the strategy through reinforcement activities. Towards the end of the teaching sequence, this stage often involves activities that require the students to decide which strategy or strategies they would use to figure out the answer to a fact. In the final stage, the students practice the facts. ‘When students use number facts, all of their work is mental. As much as possible, the development of number facts should emphasize oral work. At all times, the students should be encouraged to verbalize their thinking and say answers aloud. Number Sense A modern mathematics curriculum should include many opportunities for students to use and expand their thinking skills. One way to incorporate more thinking into the teaching of number facts and the entire computation strand of mathematics is to frequently engage the students in short five to ten minute number sense discussions. Thesc discussions start with the understandings that students have and encourage them to think about numbers and use operations in new ways. The thinking that occurs in these activities is an excellent foundation for all computation and particularly useful for mental computation. A curriculum that stresses thinking must promote mental computation. For this, reason, the number sense activities that accompany the development of number facts are essential. Number sense encourages creative and flexible thinking that is compatible with mental computation. for Life Division