Kelly Collova

Dr. Bulgar

ELD 375

March 28, 2013

Individual Lesson Plan – Math Bingo

Rationale

To have students review multiplication and division facts 0-12 to reinforce

learning. It is important for students to know 0-12 multiplication and division facts

before moving on to multiplication and division of larger numbers.

CCSS.MathContent.3.OA.C.7 – Fluently multiply and divide within 100, using

strategies such as the relationship between multiplication and division (e.g., knowing that

8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3,

know from memory all products of two one-digit numbers.

Objective

Students will be able to apply prior knowledge of multiplication and division facts

of 0-12 in order to score Bingo on the Bingo card.

Lesson Progression

Grade: 3

1. Students will be instructed to clear off their desks.

2. Teacher will explain to students that since it is getting towards the end of the

year and before beginning a new chapter, it is important to know these multiplication and

division facts. The review game, Math Bingo, will provide students with a review of

multiplication and division facts 0-12.

3. Ask if students have ever played the game Bingo before. Explain how the

game that will be played today is very similar to the game Bingo.

4. Bingo cards and Bingo chips both made out of construction paper will be

passed out to students. There will be 25 boxes on each Bingo card (5 by 5). Each student

will get one Math Bingo card and 25 Math Bingo chips.

5. Teacher will give instructions as to how to fill out the Bingo card. Teacher

will name to the class out loud different multiplication products and division quotients.

As teacher names the products and quotients to the class, each student will fill in the

numbers into a random box on the Bingo card. Each student will fill in numbers on their

Bingo card into different boxes.

6. Directions of the game will be given to students:

- The teacher will either call out two factors (ex: 3 x 6) or one dividend

with one divisor (ex: 63 ÷7) to the class.

- Teacher will explain to students that they are to find the answer (product

or quotient) to either the multiplication or division problem on their bingo card by placing

a chip on top of the number on the card. (Example: For 3 x 6, students should place a

Bingo chip over the box that says 16). Provide students with this given example.

- Explain to students that in order to win Math Bingo they must have one

row filled with 5 chips.

- After explaining the directions of the game to the students, have the

class decide as a whole which type of row they want to call Bingo. (Example: A winning

Bingo board can either have chips in a horizontal row, a vertical row, a diagonal row, or a

“L” shaped row). Students can change the types of row after there is a winner for each

round of Bingo.

- Teacher will then explain that once a student realizes that they scored

Bingo, they must say “Math Bingo” aloud to the class to indicate that there is a winner.

Once student calls “Math Bingo” aloud, teacher will review the Bingo card with the

student to make sure that the correct factors and quotients were covered by a Bingo chip.

If the student did not fill out the correct the Math Bingo Card correctly, then teacher will

not grant student the winner. The teacher will ask student what the correct answer is by

reviewing the two factors or one dividend with one divisor with the student.

- Explain to students that depending on the time, about 2 – 3 rounds of

Math Bingo will be played. After each round is complete, student will clear off their

chips from their Math Bingo card and switch Math Bingo cards with another student

sitting at their table.

7. Once whole class decides which row they will consider a winning row, begin

playing Math Bingo.

Other considerations

Students will need one Math Bingo card and 25 Math Bingo chips. The teacher

will make sure that the students’ desks are cleared and inform students that while

switching Math Bingo cards with a member it is to be done in a polite manner that does

not cause any distraction to the class. Teacher will answer any questions or any

misunderstandings that students may have before starting the game. While directions are

being given to students, teacher will ask students to recall what factors, products,

dividends, divisors, and quotients are.

I found this lesson on www.theteachersguide.com. I adjusted some parts of the

lesson. The original lesson asked the students to cut and fold the Math Bingo chart, but I

thought that would take too much time so I will distribute the Math Bingo Card to the

students already cut out with the appropriate number of boxes. Also, in contrast to the

original lesson plan, I am asking the students a few review questions about multiplication

and division. I am also having the students switch Math Bingo cards after each round is

over. I thought that the changes I made to the lesson provided more review for the

students and allows me to check for student understanding.

Differentiation

Struggling learners can make figure diagrams that represent a multiplication

problem on scrap paper. Struggling learners can also use scrap paper to figure out a

division problem by using long division.

Assessment

Students will be assessed on the questions the teacher asks while giving the class

directions of the game. (What are factors? What are products? What are dividends?

What are divisors? What are quotients?) Students will be assessed on finding

multiplication products and division quotients on Math Bingo card. Students can also be

assessed when teacher conferences with students to see if they got the correct answers.

Struggling learners can be assessed by the teacher conferencing with them and discussing

their work that they did on scrap paper.

Math Bingo Card

Math Bingo Chips