Step three: highlight the commutative property They can also practice skip counting by lots of two using their fingers.
Now that they know each row or set contains a given number of units, they can start adding them together to reach an answer more quickly. Once they’ve got the hang of arranging their manipulatives and counting them out, ease students into skip counting (counting in lots of a given number).Īrrays or sets are still helpful. Students can then number these consecutively to discover that the three rows of four make eight – not six, as they might assume from an addition problem using the same digits. Sticking with 3 x 4, have students order their manipulatives into three rows each containing four pieces. This allows them to visualize the underlying formula of any multiplication question: x lots of a given number y equals a total number z. Have students group their manipulatives into three clearly separated blocks of four either by drawing three circles around them or placing them into three separate boxes. Let’s assume you’re working with the sum 3 x 4. To make it easier to grasp, use the following strategies: Group objects into sets
Any small tokens will do (buttons, blobs of modeling clay, cutouts, bottle caps). Step one: start with physical manipulativesĬountable manipulatives turn multiplication into a hands-on concept. Here’s a five-step method for teaching multiplication that will give your students confidence, and you some easy lesson plans. It just requires you to break it down step by step. Prepping to teach multiplication can leave you more confused than your students.īut teaching multiplication doesn’t have to be difficult.
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