# Lesson Plan

Subject: |
Math |

Grade span: |
4 to 6 |

Duration: |
5 to 20 minutes |

*Math games*

**Description:**

**Learning Goals:**

- Develop fluency in adding, subtracting, multiplying, and dividing whole numbers
- Recognize and generate equivalent representations for the same number
- Understand and use properties of operations, such as the commutative property, 2 + 3 = 3 + 2, and 5 x 6 = 6 x 5
- Develop fluency with basic number combinations for multiplication and division
- Apply and adapt a variety of strategies to solve problems

**Materials:**

- 24® game cards (see Resources)
- Paper
- Pencils
- Calculators (optional)

**What to Do:**

For a whole group activity:

- Present students with a game card which has four numbers on it, making sure all students can view the card.
- Ask students to create number sentences using the four numbers and any combination of addition, subtraction, multiplication, and/or division to make 24. Students can use each number on the card only once in their number sentence.
- Encourage students to use mental math but allow them access to tools, if necessary.
- Have one student share a number sentence, allowing other students to check and see if the calculations were correct.
- Ask students if there is more than one number sentence that solves the problem. Provide time for students to share all the number sentences that were created.
- In addition to requesting a solution, ask students how they developed the solution. This will provide you and their peers a glimpse of their problem-solving strategies.
- These steps can be repeated with other game cards time permitting.

For a small-group activity:

- Give students a deck of cards (each card has four numbers on it).
- Using the four numbers on the card, encourage students to record all of the number sentences they find that make 24.
- Encourage students to share their findings with their group and with you when you join their group.
- While you are with each group, make sure that you ask students questions that guide them to additional strategies and number sentences where appropriate. For example, "Is there another way to make 24?" or "How did you figure this one out?"
- Students working can continue this process for an allotted time or until they have completed their deck of cards.

**Teaching Tips:**

- You may want to being by reviewing the factors of 24 to familiarize students with the game and get them warmed up to approaching one number through a variety of operations and all the ways that you can get to 24.
- One of the common mistakes students make is repeating an operation they have already used. For example, 4 x 2 x 2 + 8 = 24 is the same as 8 + 2 x 2 x 4 = 24. But rather than pointing this out as a mistake, use questioning strategies to help students see for themselves if they have or have not come up with a new way of getting to 24, and encourage them to keep trying.

**Evaluate (Outcomes to look for):**

- Student engagement and participation
- Comments and answers that reflect an understanding of the meanings of operations to get 24 (add, subtract, multiply and divide whole numbers)
- Strategies for discovering different ways to make 24
- Working together to problem solve

**Standards:**

Click this link to see additional learning goals, grade-level benchmarks, and standards covered in this lesson.