Relate multiplication to repeated addition. Unit of Study: Understanding Multiplication and Division Global Concept Guide: 1 of 7. Content Development.
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Relate multiplication to repeated addition Unit of Study: Understanding Multiplication and Division Global Concept Guide: 1 of 7
Content Development • Approximately 2 days should be spent on students developing an understanding of the relationship between repeated addition and multiplication. • Students should have multiple opportunities to directly model problem situations using a variety of manipulatives. • Direct modeling using manipulatives, pictures, and the linear model should be heavily emphasized. • Teachers should avoid referring to the multiplication symbol as “times” and instead say “groups of.”
Day 1 • The focus of day 1 is discovering the relationship between repeated addition and multiplication through the use of direct modeling. • Example: Scott has a garden consisting of 4 rows. Each row has 3 tomatoes in it. How many tomatoes are in Scott’s garden? • Students should record direct models in their journals and write both addition and multiplication expressions that match their models. • Example: 3 +3 +3 +3 is equivalent to 4 x 3.
Day 2 • The focus of day 2 is relating repeated addition to multiplication through the use of the linear model. • By the end of Day 2 Students should be able to show repeated addition as • Groups of • Linear model • Skip counting • An addition expression • A multiplication expression.
Enrich/Reteach/Intervention • The Reteach Activity on p. 109B can help struggling students by using plates to represent groups. This is a more concrete representation of “groups of.” • The Enrich Activity on p. 113B would be a great way to extend students’ understanding of the relationship between repeated addition, multiplication, and story problems.