And then… Introducing A Variety of Multiplication ModelsĪfter we introduce the concept of multiplication and help them identify real-world examples, we can move into language.
Vary the numbers and the language you use. You get the idea… when introducing multiplication, use the context of your classroom to create some very clear examples for your students. Instead of saying/writing 4 + 4 + 4 + 4 +4, there is another way we can say/write it: 5 x 4 because we need 5 tables of 4 boards each. We have 5 tables in the class, and each table needs to have 4 boards each so every kid can play. Perhaps I say that our class is playing BINGO. Each group is equal to the next group because every student is getting 3 crayons. Instead of saying/writing 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3, there is another way that we can say/write it: 20 x 3. That means if we have 20 students, we need 20 groups of 3 crayons. By using a common setting and common materials it helps better avoid potential language and/or cultural barriers.įor example, we might say that during art class, each student needed 3 crayons. When we introduce multiplication I use very common situations within our own classroom. I Introduce multiplication by providing real-life examples that they can latch onto to help them recognize WHY multiplication matters and how it is a helpful real-world tool. But how do we do that? How is that foundational understanding built? Introducing Multiplication in the Real World
When we introduce multiplication to our students, it’s important that we help them build a solid foundational understanding before we push fact memorization and fluency. Multiplication is far more than fact fluency. However, when we reinforce this way introduce multiplication in our teaching, it opens the door for misunderstanding and limits a student’s ability to recognize multiplication in the real world.
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Plus, I wanted my students to have a recording sheet to use.Multiplication and knowing how to do “times” is what a lot of students (and adults) view as “big kid math.” Students are often eager to memorize and recite multiplication facts to show how “smart” they are. However, it was difficult to keep track of all of the student-made task cards. When I did it for the first time, I just used index cards. One year I had a great idea where I wanted my students to create their own set of task cards for the class using stickers! First, I wrote a bunch of numbers on slips of paper into a bin (repeat numbers are fine.) Each student drew out a number, and that number represented how many stickers they were to use to make an array.
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Sure, they got sick of it, but it clicked with them! This center is perfect for helping students learn that multiplication is really made of groups! Free Introducing Multiplication Activity Every time they said that I would ask them to tell me another way to say it. They aren’t wrong, but I wanted to instill in them that the x means groups of.
My students always loved saying, “We’re working on times!” To be honest, that drove me a little crazy.
When students see the x for multiplication, they must know that it means groups of (or rows of if we’re talking about arrays.) This will help build a solid foundation for multiplication. As we get started with multiplication, my big focus is equal groups, arrays, and repeated addition.
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