Language Objective: Students will use correct academic language, instead of ‘times’ students will use multiply, multiplication, product. Students will use correct terms for division: divisor, dividend, quotient, remainder, difference.
Prior Knowledge: Basic singledigit and doubledigit multiplication, single divisor division.
Math Blast 12 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 student puts 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….
See, Think... is my way to getting students' 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!
The concept I'm focusing on is getting students to think about math in the real world. We know that as adults, most of the time we use calculators to find answers, but we must have a basic knowledge of what "looks right" for our answer. To we'll review rounding/estimation to find a "close to" answer before doing the work using a calculator, to make sure answers are reasonable.
The context I set is a math contest, where if our class got a certain total number of points we win a prize. I show our 5 test scores:
85, 95, 78, 84, 65
"What would be a really quick way of estimating what our totals are so far? What would be the best way of adding these numbers up?"
The purpose of these questions is to facilitate students to think of a calculator  an efficient math tool.
"So, who thinks they know how to use a calculator properly?"
Have calculators on hand, so that they can be passed out for students to input the data from the math contest. Students call out their answers, at my direction, to see if everyone has the same total. As part of this "contest", I make sure to discuss errors when using calculators. Our next lesson focuses on using a calculator for finding their work/answers.
Now is the time to go back to the original list of test scores and have the class estimate the total. Estimation is a critical skill, and this is an opportunity to provide a meaningful context to compare the total and an estimate. Make sure to connect why estimating during a math contest would be important. "Would you want to know if you're winning? Would it make more sense to do a quick estimate, rather than stop everything so that you can total the points and make a comparison?"
Next, I challenge students to do an experiment with 6 volunteers.
"Three of you will use the tradition algorithm to add and 3 of you will use calculators. Ok, now find your answers."
*In this lesson I will also review using the Bar Method for addition, subtraction, multiplication and division. Here is a link to the Bar Model Method.
The Four Square is a great place for students to use their prior knowledge to show what they recall. I love to use the Four Square as it lets students build problems at their level. I would use the four squares like this:
Actual math sentence 
Bar model the math sentence

Use another model to show your math thinking for this math sentence 
Write a Real World problem for this math sentence

I create four stations and give each team about 10 minutes to create individual Four Squares, and then rotate through the stations. The 5^{th} station would be their classwork station and the 6^{th} station would be the homework station.
This is a great time to have a discussion about the importance of having multiple ways of expressing a math problem and how important it is to use these to check our work.
Try to make sure to keep some time for a close. 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.
Post it Poster: Have students use the bar model to show 216 + ? = 320.
The Quick Assessment is supposed to be quick and on the easy to medium difficulty level. You are checking to see if students are understanding 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.