Language Objective: Students will be able to express their thinking using academic language like ‘product’ and ‘multiplying’ when discussing multiplication.
Prior Knowledge: Basic multiplication facts.
MathBlast 17 Number of the Day
Math Blast is a quick, fun, fastpaced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and preteach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work. I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!
Students use a white board and divide it up as follows:
This space students write in the number of the day.

This section is the factors of the number of the day. 
This section the students put the number of the day over 100.

This section students write if the number is Prime, Composite or Square. 
Using the fraction, students write it as a decimal and a percentage. 
This section the students put the above fraction in Lowest Terms if possible.

I end Math Blast and lead into my lesson with a See, Think, Wonder. The art is choose always relates to the unit I am teaching. It is a real fun way to get your students to think deeper about a subject without them knowing that they are doing it.
The SEE part is pretty basic thinking, I see….
The THINK part gets them thinking a little deeper. This art makes me think about….
And the WONDER gets them really thinking deeper. This art makes me wonder if…. It is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.
Note: You don’t have to use art; I use art because I am passionate about art. Use
examples of things that ignite your passion!
Concept: Showing why the standard algorithm of multiplication works because 234 x 23, the ‘x 2’ is really x20
Script, if needed: Start by writing a stacked multiplication problem on the board:
234
X32
Start to write you work under the line but forget to use the 3 as a 30, leaving out the 10s place
468
702
Stop and look puzzled, look at the class and think out loud. It doesn’t look right does it? They might agree they might not. So suggest an estimation 234 x 30
Have a student do this math on a white board and report back the answer (you could have a few students do this or have student do this on a calculator)
Then add 468 + 702 which is 1170 and 234 x 30 = 7090. Where did we go wrong?
This will lead you to a discussion that the ‘3’ is really 30.
I really like to have students create their own problems. This is a great tool to allow for differentiation. Have students use The FOUR Square model:
Create a 2 digit by 1 digit multiplication problem, round and estimate the answer.

Create a 2 digit by 2 digit multiplication problem, round and estimate the answer. 
Now use the standard algorithm for the above problem.

Now use the standard algorithm for the above problem. 
*For students that finish early: pair them up and have them write problems to challenge each other keeping points to see who wins. Allow them to use a calculator to find the correct answers.
Talk about the importance of understanding place value in numbers. "Why is it important?"
The Closing It section of the lesson is very important. This opportunity allows you to bring the class back together and have them make the connection to the learning objective of the day. You should also make sure that you make a connection to the word of the day. This closing gives students the opportunity to make the connection to the launch and they work that they did. It is also another chance to give a quick formative assessment to check for understanding.
The PostIt Poster: 23 x 11 =
The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students understand the basic concept of the lesson. If you make the problem difficult you are adding a different level of assessment. If you are teaching a higher level class adding a difficult layer might be appropriate but please note that I do not find it necessary to add this level.