“Multiplication Movies”
For further information contact…
Vicki Iliff
Roosevelt Academy
115 “E” Street
Lake Wales, FL 33853
Route: C
863-678-4252
[email protected]
2008 - 2009 Idea Catalog of Excellence
n PROGR AM OVERVIEW
n OVER ALL VALUE
n MATERIALS
“Hey, hey, hey, how many Big
Macs does Fat Albert order?” “Which
anniversary are Mr. and Mrs. Snowman
celebrating?” These are not questions
you typically expect to hear in a middle
school math class, unless you happen
to visit mine when we are learning
Multiplication Movies.
Multiplication Movies is a fun,
effective way for students to master
their multiplication facts. It’s appropriate
for students of all ages, and can be
easily implemented in any classroom.
My students love the program, and
are disappointed on days when it’s not
included in my lesson plans.
While necessary materials are
readily available in most classrooms, an
overall materials list, including pricing
and vendors, follows the lesson plans.
As a math teacher for 6th - 9th
grade ESE and at-risk students, I have
tried numerous strategies over the
years to help students master their
multiplication facts. Multiplication
Movies is by far the most successful
approach I have used.
While increasing access to the
calculator in math classes would seem
to eliminate the necessity of learning the
multiplication tables, this is not really true.
Students who are tied to a calculator
for the most basic computations have
great difficulty with other skills, such as
adding and subtracting unlike fractions,
identifying patterns, and solving multistep problems.
The program is based on research
findings that utilizing visual imagery
results in increased memory. Students
are introduced to a picture and story
for each fact. For example, for 8 x 8
= 64, the picture shows Mr. and Mrs.
Snowman (who represent the 8’s)
holding an anniversary cake with 64
candles on it. Unfortunately for them,
those candles put out so much heat that
the snow couple melts away, leaving
behind only his top hat and her wig.
While it seems impossible that a
student who is unable to learn a simple
fact like 8 x 8 = 64 could remember such
a detailed picture and elaborate story,
the results are amazing.
Within weeks you will see dramatic
improvement in student mastery of
multiplication facts. Most importantly,
though, your students will gain confidence
in their ability to learn.
n LESSON PLAN TITLES
• Introduction to Multiplication Movies
• The Remaining Movies
• Introduction to Precision Teaching
n ABOUT THE DEVELOPER
Vicki Iliff has a B.S. in Education
from Illinois State University and an M.A.
in Administration from the University of
Illinois-Springfield. She has 33 years of
experience working with students with
learning interferences. She currently
teaches Intensive Math to 8th/9th
graders at Roosevelt Academy.
HHH
“Multiplication Movies”
Vicki Iliff
Program Rationale
A colleague helped me realize that the premise that students need to memorize
all the facts from 0 x 0 to 12 x 12 was faulty. As she convinced me, there are
really only 15 facts that require straight memorization.
1. No one needs to memorize facts with 0’s or 1’s; they
just need to be taught the rules of 0 and 1 (0 times any
number is 0 and any number times 1 is itself).
6. This leaves only 15 facts to memorize:
3x3 3x4 3x6 3x7 3x8 4x4 4x6 4x7 4x8 6x6 6x7
6x8 7x7 7x8 8x8.
2. Even the students with the most serious math
impairments are usually able to count by 2’s and 5’s,
so I just have them practice those skills until they can
perform them quickly, which eliminates the need to
memorize the 2’s or 5’s facts.
7. Since most of my students have already learned the
facts with answers under 20, I have not developed
“movies” for 3x3 3x4 3x6 4x4, but a teacher could
certainly develop such “movies”. Students remember
better if your picture utilizes color, if it is funny, outlandish
or timely, and if the story includes movement. Once
students have had practice in the program, they also
like to create their own pictures. Encouraging this not
only improves their ability to remember the facts, but
increases their ability to apply visual imagery as a
memory strategy in other settings.
3. There is no need to learn multiplying by two digit
numbers like 10, 11, or 12 when we have already
established that the students can multiply by 0, 1, & 2.
4. Once a student learns one form of a multiplication fact,
such as 2 x 8 =16, it is not necessary for them to learn
it again as 8 x 2 = 16.
5. There are many “tricks” students can use for the 9’s
facts. I prefer to teach my students to place their hands
flat on the desk and assign a number to each finger.
The student then folds under the finger corresponding
to the number being multiplied by 9. The fingers coming
before the folded finger represent the tens digit, and
those after the folded finger represent the ones digit.
Multiplication Movies works because students are no
longer simply relying on one aspect of their memory; the
multi-sensory experience provides multiple inputs into different
facets of the memory. Students access auditory memory
as they listen to the teacher tell the story, visual memory as
they see the picture on “the movie screen in their mind , and
motor memory when they draw their own version of the picture. All three aspects of memory are linked together, reinforcing
each other. It’s really quite exciting to witness.
2008 - 2009 Idea Catalog of Excellence
“Multiplication Movies”
Vicki Iliff
Lesson Plan No 1: Introduction to Multiplication Movies
n SUBJECTS COVERED
n DIRECTIONS
Math
Anticipatory Set:
n GR ADES
3rd-12th grade students who have not
yet mastered the multiplication facts
n OBJECTIVES
4 To obtain student commitments to
the program
4 To establish a baseline for each
student
4 To introduce visual imagery
4 To introduce the “movies” for 8 x 8
and 8 x 3
4 To have students make note cards
for 8 x 8 and 8 x 3
n SUNSHINE STATE
STANDARDS
MA.4.A.1.1
Use and describe various models
for multiplication in problem-solving
situations, and demonstrate recall
of basic multiplication and related
division facts with ease.
n MATERIALS
•
Colored dry erase markers
•
2 notecards per student
•
Colored pencils or markers
•
1 Ring per student
Give students a 1 minute timing
on multiplication problems. Distribute
answer sheets and let them grade their
own paper, putting the number correct
at the top. Ask how many got more than
40 correct; reactions will be disbelief.
How many of you would like to be able
to answer more than 40 in a minute?
Discuss ways they have already tried
to learn their facts: flash cards, writing
facts over and over, computer programs,
etc. Discuss frustration they have felt;
how many have been called lazy, or
even dumb? Explain you have a totally
new way to learn the facts and seek a
commitment.
Lesson:
Explain visualization as seeing
pictures on the movie screen in your
mind. Have students close their eyes
and picture things you describe. (Some
students will not be able to actually “see”
the picture; but if you ask questions
about details of the picture, they will be
able to answer them. Assure them this
is okay.) Tell students you’re going to
describe a little movie to them, and you
want them to see it on their screens.
I want you to picture two snowmen.
The first is Mr. Snowman; he has a
bright purple hat, a funny green tie,
and a carrot for his nose. Can you
see him? What color is his hat?
Tell me about his tie. Next to him is
Mrs. Snowman. She has curly red
hair, and a yellow bead necklace.
What color is her necklace? What
do you see in her hair? Mr. and
Mrs. Snowman are holding a huge
cake in between them, and on the
cake is the number 64 along with
64 candles, because it’s their 64th
wedding anniversary. You decide
what color the cake is in your movie.
What color did you pick? What
color are the candles? You can
see all the candles are lit, and Mr.
and Mrs. Snowman are so happy.
But wait, oh no!! All those candles
are making it very hot. Do you know
what happens to snowmen when
they get too hot? They melt. Watch
Mr. and Mrs. Snowman as they’re
melting, melting, melting, and all
that’s left now is Mr. Snowman’s
hat and tie, and Mrs. Snowman’s
necklace and her red hair. Open
your eyes. I have a picture on the
board of what my movie looked like.
What number does Mr. Snowman
look like? That’s right, an 8. And
does Mrs. Snowman also look like
an 8? What other number do you
see? Yes, there’s a 64 on their
cake. Look what happens when
we put those 3 numbers together:
8x8=64. If I have Mr. Snowman
and Mrs. Snowman, what part of
the problem am I missing? And if I
have the cake and Mrs. Snowman,
what am I missing? Shut your eyes
and let’s see if you can answer
the same questions from your own
multiplication movie.
So, from that one movie, you now
know 8x8=64 and 64÷8=8. I want
you to make a note card to remind
you of your first movie. On one
side, write 8x8= ______ with your
black marker. Put your initials in
the corner, so we know whose card
it is. On the other side, draw your
picture; make it big and colorful,
because we remember things better
that are in color. Under your picture,
use the black marker to write the
multiplication and division facts that
go with your movie.
Would you like to learn a second
movie? This one even has sound
effects.
Teacher draws a yellow 3 on the
board. What number is this? If
I turn it on its side like this, what
restaurant does it make you think
of? That’s right; it’s McDonalds’
Golden Arches. This movie takes
place at McDonalds. We have an
2008 - 2009 Idea Catalog of Excellence
“Multiplication Movies”
Vicki Iliff
Lesson Plan No 1: Introduction to Multiplication Movies (cont.)
8 again, but it’s not a snowman
this time; it’s Fat Albert. Fat Albert
loves McDonalds’ Big Macs; so
every day he goes to the drive thru
to get some. But he’s SOOO fat,
he can’t get in a so he has to walk
up to the drive thru to place his
order. “Hey, hey, hey, give me 24
Big Macs.” Here’s his bag with a
24 on the outside. Okay, shut your
eyes. Can you see the Golden
Arches? What number do they look
like? Here comes Fat Albert, what
number does he look like? Watch
his mouth move as he says, “Hey,
hey, hey, give me 24 Big Macs.”
If you have the Big Macs and Fat
Albert, what are you missing? If
you have the Golden Arches and
Fat Albert, what are you missing?
Open your eyes. What are the
multiplication facts that go with this
movie? Yes, there are 2 this time:
8x3=24 and 3x8=24, and there are
also 2 division problems; what are
they? 24÷3=8 and 24÷8=3. Okay,
take your second card and your
black marker and write 8x3 on the
front. Remember to put your initials
in the corner. On the back, draw Fat
Albert at the McDonalds with his
bag of 24 Big Macs. Remember to
make your picture big and colorful
to help you remember. While
you’re drawing, hear Fat Albert
saying “Give me 24 Big Macs.”
Then write your two multiplication
facts and your two division facts
in black under your picture. While
you’re working, I’ll come around and
punch a hole in the corner of your
cards, and give you a key ring to
keep your cards together.
From now on, when you come to
class, the first thing I want you to do
is get your cards, and practice so
that you can look at the side with the
problem and remember the movie
and the facts on the other side.
2008 - 2009 Idea Catalog of Excellence
HHH
“Multiplication Movies”
Vicki Iliff
Lesson Plan No 2: Teaching the Remaining Movies
n SUBJECTS COVERED
n DIRECTIONS
Math
Review:
n GR ADES
3rd-12th grade students who have not
yet mastered the multiplication facts
n OBJECTIVES
4 To review previous movies
4 To introduce remaining movies
4 To have students make note cards
for remaining movies
4 To measure growth on Precision
Teaching timing
4 To test mastery of Multiplication
Movies
n SUNSHINE STATE
STANDARDS
MA.4.A.1.1
Use and describe various models
for multiplication in problem-solving
situations, and demonstrate recall
of basic multiplication and related
division facts with ease.
n MATERIALS
•
Colored dry erase markers
•
2 note cards per student
•
White board Markers
•
Colored pencils or markers
•
Newsprint
•
Precision Teaching materials
(student folders, answer sheets,
Vis a vis markers, sprayer, paper
towels )
•
Multiplication Movies rubric
Give students a short time each day
to review their note cards individually or
with a partner. Then conduct a group
review of all previously learned “movies”
by asking individual students to draw the
movies for the group on the whiteboard
or blackboard. Review the story for
each movie. Twice a week introduce
two new movies, for a total of 4 new
ones per week. Finish each session
with 2 one minute Precision Teaching
timings. Once a week (I use Fridays)
substitute a mastery test for the timings.
Give each student a piece of newsprint;
teach students to fold the paper to form
enough boxes for all movies learned to
date. List the facts (without answers)
on the board, and instruct students to
draw one movie in each box, and the
corresponding multiplication and division
facts in the box on the back. Use the
rubric on the following page to evaluate
student mastery of each movie.
like the multiplication facts, the
teacher just thought that student
wasn’t trying. To shame him, the
teacher made him sit on a chair
in the corner wearing what was
called a dunce cap. This upsidedown four is the chair. This 6 is
the student with his dunce cap.
And over here we have the other
24 students in the class laughing
at him. Can you hear them
laughing?
6x6
Scripts for Remaining
Multiplication Movies:
When developing these scripts, I
have tried to choose things I think my
students will relate to and remember.
My experience has been that students
remember better if a picture utilizes
color, if it is funny, outlandish or timely,
and if the story includes movement.
I have taken some liberties (Billy the
Kid was not hung; military funerals have
21 gun salutes) to make my stories match
the multiplication facts. These scripts
are skeletons; the teacher is encouraged
to take these basic descriptions and
elaborate on them.
6x4
Our movie today takes place
when your grandparents were
in school. Back then, they didn’t
know anything about Learning
Disabilities. When a student
had trouble learning things,
Take a look at these two sixes I’ve
drawn on the board. These are
telephone receivers. And here
we have the faces of two kids
who are best friends. Shut your
eyes, I want you to picture them
as I describe them to you. The
boy has a bright green mohawk;
the girl has pink hair and a
pierced nose. Now you may be
wondering why the telephones
are in this movie. That’s because
these good friends live 36 miles
apar t, so the only way they
can talk to each other is on the
telephone.
6x7
How many of you watch “So
You Think You Can Dance”?
Today’s movie is about six kids
in New York who are hoping to
get discovered and hit it big some
day. The 7 I’m drawing is a street
sign on the corner where they do
their dancing. What street is it?
You’re right 42nd Street. Here are
the six kids. Now, I haven’t told
you what kind of dancing they
do, because I want you to decide
that. Shut your eyes; see the six
kids on the corner of 42nd Street.
They’re beginning to dance. You
decide if they’re break dancing,
or clogging, or belly dancing.
One of my students said in
his movie they were doing the
2008 - 2009 Idea Catalog of Excellence
“Multiplication Movies”
Vicki Iliff
Lesson Plan No 2: Teaching the Remaining Movies (cont.)
hula-hula. They’ll do whatever
dance you want. Be sure to give
them music to dance to; they’d
look pretty silly dancing without
music!
7x4
6x8
How many of you like Nascar?
Since Talladega was over the
weekend, we’ll have a Nascar
Movie today. First I’m going to
draw this sideways 8; what do
you suppose it is? Yes, that’s the
track. And here’s our driver, #6.
David Ragan. Shut your eyes.
I want you to see him climbing
into his car and racing around
the track. I know you can hear
the roar of the race. It’s the 48th
lap, and #6 is in first place. Oh
no; he spins out and crashes his
car. Which lap is it? That’s right;
David Ragan, #6, has just spun
out in the 48th lap. No trophy for
him today. I’ll bet he’ll always
remember losing this race in the
48th lap. Will you?
Today’s movie takes place in
the Old West. Back then, if you
broke the law by cattle rustling or
robbing banks, your punishment
was often a quick hanging; it
didn’t matter how young you
were. Our story today is about
one of the youngest men to be
hung: Billy the Kid. Why do you
think they called him “the Kid”?
You’re right, he was quite young;
he was only 21years old. In fact,
that’s what he’s saying as they
hang him: “I’m only 21.” But we
only have two numbers so far:
the 7 for the gallows, and the 21
for Billy’s age. Oh, here’s our
other number; it’s a 3 high up
in the sky. This is a bird called
a buzzard; he’s circling around
Billy, waiting for him to die so he
can pick his bones. Poor Billy,
and he was only 21.
Since this weekend is
homecoming, our first movie
today will be about homecoming.
Here you have a 4; if I draw an
extra line here, what does it look
like? That’s right; it’s a goal post.
And our 8 is not Fat Albert; he’s
the fielder goal kicker. Now
shut your eyes, and watch him
kick the ball over the goal posts
for a field goal. Now look up at
the scoreboard, and watch the
score change to Lake Wales
32, Bartow 0. Hear the crowd
cheering. Lake Wales WINS!
Today I’m going to teach you a
trick that you can use to solve
any 9’s fact. I want you to place
your hands flat on your desk.
We’re going to give each finger
a number, starting with the pinkie
on your left hand. Let’s start with
the problem 9x4. Fold under
your number 4 finger. How many
fingers come in front of the folded
finger? Yes, 3; that’s the first
digit of my answer. How many
fingers come after the folded
finger. Six is correct; that’s the
second digit of the answer. So
9x4=36. Ready for another? I
want you to set up for 9x7. How
many fingers in front of the folded
finger? How many after? What’s
the answer? That’s right: 63.
Let’s practice some more so you
can get your answer quickly. You
can use this trick for any of your
9’s. Just remember, the number
that is not 9 tells you which finger
to fold under.
7x7
7x3
We just celebrated Memorial
Day, and today’s movie is about
a funeral honoring a soldier. This
one is tricky, so watch carefully.
Here I have a 7 and right next
to it a 4. Can you see what they
make? That’s right; it’s a flag:
the American flag. And this is
a soldier who is going to fire
a 28 gun salute to honor the
soldier. Shut your eyes so you
can picture the flag; what two
numbers make the flag? Listen
carefully, can you hear the 28
shots of the salute?
8x4
How many of you like football?
Today’s movie is about a football
team: the San Francisco 49’ers.
Here are the two doors of their
locker room, and you can see
their name proudly posted above
the doors. It’s half time, and
the players are coming into the
locker room. Are any of you
49’ers fans? I want you to picture
the players coming in all pumped
up and happy because they’re
killing the other team. The rest
of you, who don’t like the 49’ers,
should see them coming in with
their uniforms all torn; they’re
bleeding and crying, because
YOUR team is clobbering them.
7x8
Today’s movie is called “Magic
Numbers.” That’s what I’m going
to put at the top of my picture.
Now I’m writing the problem 7x8
with two blanks in front. When
you’re counting, what numbers
go in the blanks? That’s right: 5
6, and that’s the answer to our
problem, 7x8=56. Magic, don’t
you think?
9’s
2008 - 2009 Idea Catalog of Excellence
HHH
“Multiplication Movies”
Vicki Iliff
Lesson Plan No 3: Introduction to Precision Teaching
This lesson should come after
students have had 2 lessons
learning Multiplication Movies,
so that they will be able to see
growth in their scores.
•
1 Vis a vis marker per student
•
1 ruler per student
•
Timer
•
Sprayer
n SUBJECTS COVERED
n DIRECTIONS
Math
Anticipatory Set:
n GR ADES
3rd-12th grade students who have not
yet mastered the multiplication facts
n OBJECTIVES
4 To introduce students to Precision
Teaching
4 To administer two 1 minute timings
4 To teach students how to begin a
double line graph of their results
n SUNSHINE STATE
STANDARDS
MA.4.A.1.1
Use and describe various models
for multiplication in problem-solving
situations, and demonstrate recall
of basic multiplication and related
division facts with ease.
MA.5.S.7.1
Construct and analyze line graphs
and double bar graphs.
n MATERIALS
•
1 Precision Teaching folder per
student (the folder has 2 different
laminated multiplication worksheets
stapled inside and a Precision
Teaching Chart on the front (I get my
worksheets from The Mad Minute: A
Race to Master the Number Facts by
Paul Shoecraft and Terry Clukey.) A
source for free worksheets is: http://
math.about.com/od/multiplication/
ig/Times-Tables-Worksheets/
•
1 double sided answer key per
student
You’re really doing well at learning
your Multiplication Movies. When
we did our first 1 minute timing,
you all thought the time was way
too short, and that you’d never
be able to do 40 problems in a
minute. Today I want to show you
how we’re going to keep track
of your progress. We’re going to
start a Program called Precision
Teaching. It’s a scientific way to
help students increase their skills.
It also lets us draw a graph so that
you can really see how much better
you’re getting. Here are some
graphs from students I’ve had in
other years. What’s happening
on each of these graphs? Yes,
they are going up; some very
quickly. This dark line represents
40 problems in a minute. Did most
of the students reach that mastery
level? Yes, they did, and so will you.
Let’s get started.
Lesson:
Give each student a folder and have
them put their name on it. Then explain
the routines for the program.
Each day, one of you will pass out
the Precision Teaching folders,
while another student passes out
these Vis markers. These markers
dry out quickly, so keep yours
covered until I tell you to take off
the lid. Open your folder; you see
you have two different laminated
papers; one for timing X and one
for timing O. I’ll be using this timer
to time one minute. When I tell you
to start, you will answer as many
questions on the first paper as you
can. You don’t have to do them
in order; skip problems if you get
stuck. Your goal is to answer as
many correctly as you can. When
the timer goes off, stop and put the
lid on your marker. Then you will
get ready to use the second paper
for timing 2. We’ll follow the same
steps for the second timing. When
we’ve finished both timings, another
student will pass out the answer
sheets.
(Discuss the importance of using the
answer sheet to check their work rather
than relying on their memory. You don’t
want them to be practicing an incorrect
answer. Also discuss the importance
of honesty; the only one they cheat is
themselves.)
When you graph your timing, we’re
not interested in how many you
missed or skipped; only the number
of problems you had correct. You’ll
put that number at the top of your
paper.
Let’s do our first two timings, and
then I’ll teach you how to graph your
results.
(Watch carefully for students not
stopping on time or using the answer
sheet to change answers. These
behaviors usually disappear after the
first week)
Ready to make your graph? Look
on the front of your folder. When
you make a graph, you usually
need to start by giving each axis
a label; but I’ve already done that
for you. What is the label on the x
axis? That’s right, Date. Look at my
example on the board. Each day we
have a timing, you will put that date.
Do you put dates for days we don’t
time or you are absent? No, only
dates you have a score for. There
is also a label already there on the
y axis. What is it? Number correct.
This graph already has your scale
also; how much does your score
have to go up for your graph to
go up one box? That’s right, only
2008 - 2009 Idea Catalog of Excellence
“Multiplication Movies”
Vicki Iliff
Lesson Plan No 3: Introduction to Precision Teaching (cont.)
one more correct answer makes
your graph go up. We’re ready to
start recording your scores. What
kind of graphs could we make with
this form? Yes, we could do a bar
graph, but I think it might be difficult
to color in such tiny little bars. And,
if we did bar graphs, you could only
record the scores for one of your
timings each day. I think we should
show both scores, so we’re going to
do a double line graph. How many
of you have ever made that kind of
graph? It’s really quite simple, as
long as we add one more thing to
this form. We need a way to tell
the difference between the first and
second timing. Sometimes that’s
done by different kinds of lines, or
by color, but for our graph, we’re
going to use X for our first timing,
and 0 for our second. To make sure
someone else reading this graph
knows that, we’re going to put a key
on the side like this.
use that number for your first X and
O score.
Go around and tell students their scores,
or give them a card with that score)
Now, for the second timing, we’ll
use today’s scores. Put today’s
date in the next space for dates,
and put an X for the score you got
on the first timing.
(Check for accuracy)
Now use your second timing for
your O score. One last step; we
need to connect our X’s with a
line, and we always use a ruler so
that we have a neat and accurate
graph.
(Have a student pass out rulers, while
you give instruction at the board.)
Now everybody use your ruler to
connect your X’s. Did you go up
from your first score? Use the ruler
now to connect your O’s. How
many people have an O line that is
already going up? Our last routine
is clean up.
(Choose another student to go from desk
to desk to spray water on the laminated
sheets; or the teacher can do that in
order to maintain control of the water
and note student performance and
progress. Also establish how answer
sheets, folders, and markers are to be
returned.)
Tomorrow we’ll do another timing,
and I’ll expect my helpers to do their
jobs quickly and quietly.
Let’s try to record scores on my
graph on the overhead.
(Practice until all seem to have mastered
correct placement on the graph)
Okay, now you’ll start your graph.
We only use pencils on our graphs
so that we can erase if we make a
mistake. For your first score, we’re
going to put the date you did your
1 minute pre-test for me, and you’ll
2008 - 2009 Idea Catalog of Excellence
HHH
“Multiplication Movies”
Vicki Iliff
Lesson Plans Materials Budget
Materials Budget
Supplier
Item DescriptionCost
Quantity
Total Cost
Staples
500 index cards (4x6 unruled)
$3.28
1 pack
$3.28
___________________________________________________________________________________________________________________________
Pack of Loose-leaf rings (1 inch)
$2.98
2 packs
$5.96
___________________________________________________________________________________________________________________________
Box of 12 colored markers
$3.79
8 boxes
$30.32
___________________________________________________________________________________________________________________________
Box of 12 vis a vis markers
$12.79
2 boxes
$25.59
___________________________________________________________________________________________________________________________
Box of 50 letter-size file folders
$12.48
1 box
$12.48
___________________________________________________________________________________________________________________________
Box of 12 colored dry erase markers $14.99
1 box
$14.99
___________________________________________________________________________________________________________________________
Finger Grip Rulers
$1.28
15
$10.68
___________________________________________________________________________________________________________________________
Office Depot
Package 500 sheets newsprint
$7.99
1 pack
$7.99
___________________________________________________________________________________________________________________________
Ream white copy paper
$6.69
1 ream
$6.69
___________________________________________________________________________________________________________________________
Ream colored copy paper
$11.49
1 ream
$11.49
___________________________________________________________________________________________________________________________
PCI Education
Digitz -The Multiplication Machine
$49.95
1
$49.95
___________________________________________________________________________________________________________________________
Wal Mart
Spray bottle
$2.00
1 bottle
$2.00
___________________________________________________________________________________________________________________________
Kitchen Timer
$5.00
1 timer
$5.00
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Subtotal
$183.52
________________________________________________
Vicki Iliff
Teacher’s Name___________________________________
Roosevelt Academy
School:__________________________________________
Tax if applicable
9.35
________________________________________________
Shipping if applicable
10.00
________________________________________________
TOTAL
BUDGET
AMOUNT
2008 - 2009 Idea Catalog of Excellence
$202.87
“Multiplication Movies”
Vicki Iliff
Additional Information – Precision Teaching Chart
2008 - 2009 Idea Catalog of Excellence
“Multiplication Movies”
Rubric
Vicki Iliff
RUBRIC FOR MULTIPLICATION MOVIES
Student Name: ____________________________________ Date:____________
CATEGORY
3
2
1
Correct
Movie
Picture correctly
includes all 3
numbers.
Picture correctly
includes 2
numbers.
Picture is omitted or
includes only 1 correct
number.
Multiplication
facts
Both multiplication
facts are written
correctly.
1 multiplication
fact is written
correctly.
No correct
multiplication facts are
included.
Division
facts
Both division facts
are written correctly.
1 division fact is
written correctly.
No correct division
facts are included.
TOTAL POINTS: -______________________
2008 - 2009 Idea Catalog of Excellence
“Multiplication Movies”
Vicki Iliff
Additional Information
2008 - 2009 Idea Catalog of Excellence