Page 5 - Kindergarten.indd

4.OA.1 – Interpret a multiplication equation as a comparison, e.g.,

interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and
7 times as many as 5. Represent verbal statements of multiplicative

comparisons as multiplication equations.

OBJECTIVE: Perform multiplication with whole numbers within 12.

MATERIALS: (Per Group)
1 set of dominoes
1 dry erase board
1 dry erase marker

LESSON DISCUSSION:
 Define the vocabulary terms “factors” and “product” to the students. Explain that in a
multiplication sentence, the numbers being multiplied are called “factors”. The result or

answer when multiplying two or more numbers is called “product”.

 Explain to students how to use a 12X12 multiplication table. Drill students on various
multiplication facts before beginning this activity.

Procedure:

Step 1: Divide the class into four or more equal groups.

Step 2: Provide each group with one set of dominoes, one dry erase board, and one
marker.

Step 3: Instruct each group to spread the dominoes in their table facing down.

Step 4: Instruct each group to form a line behind their designated table.

Step 5: When the signal is given, one member from each group will advance to the table
and select 1 domino.

Step 6: Using the 2 numbers on the domino as factors, tell the students they will have 1
minute to write a multiplication sentence on the dry erase board followed by a
multiplicative comparison.

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