1. I can use a letter to
represent an unknown.
ex.
6x7=a, 4xM=24, 72¸8=B, 81¸C=9
· 2. I can solve to find the
value of the unknown.
· 3. I can break a hard
multiplication fact into 2 easier multiplication facts to solve the equation.
o
ex. 7x8=A
A. Break 7 apart into a 5 and a 2
(5+2)x8
B. Use the distributive property and multiply both by 8
5x8)+(2x8)
40 +
16 = 56
A = 56
· 4. I can solve x9 facts using
x10-n
o
Ex. 9x6=T
(10x6)-(1x6)=T
60 - 6 =T
T=54
*Most
students are getting comfortable with these strategies. They still tend to want
to draw out 7 groups and put 8 dots in the groups and then count the dots to
solve 7x8=A. I am gently nudging them toward breaking apart one factor as shown
above. It is a more efficient strategy. The circle and dots does work, it just
has a lot of room for error (drawing and counting 56 dots accurately). Many
students like using the x10 fact and subtracting a group to help them solve x9
facts.*
