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TOPIC 2 CONTENT IN KBSR MATHEMATICS AND TEACHING & LEARNING STRATEGIES

2.5.1 Whole Number and Operation

(e)Multiplicatio n

Learning Objectives for Multiplication of Whole Number

Activity
List down the learning objectives for Multiplication of Whole Number

Four prerequisites for formal work on operations on numbers 1.Facility with counting 2.Experience with a variety of concrete situations 3.Familiarity with many problem-solving contexts 4.Experience using language to communicate mathematical ideas

Helping children develop Number Sense and Computational Fluency

Facility with counting (Figure 9-2)

Problems with whole numbers can be solved by counting For more difficult computation, children need to use more efficient operation and procedures

Experience with a variety of concrete situations

Working with actual physical object develops better undertsanding about mathematical operation

Familiarity with many problemsolving contexts

Word problems require reading, comprehension, representation and calculation Mathematics has to be thought as a means by which they can resolve problems through applying what they know, constructing possible routes to reach solution and verify that the solution make sense

 Children need to talk about mathematics Their experience need to be put into words From talking about the experiences, operation begins

Experience in using language to communicate mathematical ideas

Developing Meanings for the Operation

General sequence to help children to develop the meaning for the four basic operation: 1.Concrete : modeling with materials 2.Semiconcrete : representing with pictures 3.Abstract : representing with symbols

Multiplication
What is your idea about multiplication? Repeated addition What is your idea about division? Repeated subtraction Equal sharing Partition

Multiplication and Divison

Sequence of experience for the understanding of multiplication and division: concrete pictorial symbolic Differs from addition and subtraction as the numbers in the problems represent different sorts of things eg, Mei Ling buys 2 packets of cookies. Each packet has 30 pieces of cookies. How many pieces of cookies she has?

Models for multiplication

Sets of objects Arrays Number line Research indicates that children do best when they can use various representations for multiplication and can explain the relationship among those representation
(Kouba and Fraklin,1995)

Multiplication
Four multiplicative structure: 1. Equal groups 2. Comparison 3. Combination 4. Areas/arrays
(Greer, 1992)

Multiplication
Equal groups Most common Both the number and size of the groups are known but the total is unknown Example: Mei Ling buys 2 packets of cookies. Each packet has 30 pieces of cookies. How many pieces of cookies she has?

Multiplication
Comparison: As comparison in subtraction, but it is not matched one to one. It involves two different sets, one set is the multiple copies of the other Example: Pui Wan spent RM 15 for a pair of shoes. Chew Peng spent 3 times as much. How much does Chew Peng spend for a pair of shoes?

Multiplication
Combination The two factors represent the sizes of two different sets and the product indicates how many different pairs of things can be formed Example: On the way to go to town C from town A, Azizan will
pass by town B. He can take a bus, a taxi or car from town A to Town B. He has to take a ferry or a speed boat from town B to town C. How many ways for him to go from town A to town C?

Multiplication
Areas/arrays especially effective to help children to visualize multiplication Example The width of a rectangle is 12 units and the length is 3 units. Find the area of the rectangle.

Activity
Create a word problem for each multiplication structure given below 1.Equal groups 2.Comparison 3.Combination 4.Areas/arrays

Basic facts
Basic facts for addition and multiplication involve all combination of single-digit addends and factors. Example 7+9=16 is an addition fact the two addends, 7 and 9 are each single-digit numbers There are 100 combinations for both addition and multiplication

Examples 0f basic facts

3+9=12 yes 4+11=15 No 14-8=6 yes 19-9=10 No Are these basic facts? 5x10=50 2010=2 7x4=28 469=5 r 1 6x0=0 05=0 486=8 150 is undefined

Answers
5x10=50 No 7x4=28 yes 6x0=0 yes 486=8 yes undefined No 2010=2 No 469=5 r 1 No 05=0 yes 150 is

Addition facts
+

0 0 1 2 3 4 5 6 7 8 9

by adding one and adding zero strategies

1 1 2 3 4 5 6 7 8 9 10 2 2 3 3 3 4 4 4 5 5 5 6 6 6 7 7 7 8 8 8 9 9 9 10

0 1 2 3 4 5 6 7 8 9

The 100 basics facts for multiplication

x
0 1 2 3 4 5 6 7 8 9 0 0 0 0 0 0 0 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 18 27 36 45 54 63 72 2 0 2 4 6 3 0 3 6 9 4 0 4 8 12 5 0 5 10 15 6 0 6 12 18 7 0 7 14 21 8 0 8 16 24 9 0 9 18 27 36 45 54 63 72 81

Objective : Draw rectangles on grid paper to develop visual representation for multiplication facts Instruction: 1.Draw a 3x4 rectangle. How many squares are there? 2.Draw a rectangle with 12 squares. How many ways are there to draw it?

Activity develop visual representation for multiplication facts

Activity
Prepare the basic facts for multiplication

Thinking Strategies for multiplication

Repeated addition Skip counting Splitting the product into two parts One-more set strategy Twice as-much strategy Facts of five Patterns

Repeated addition
Example Three group of five is five plus five plus five A child would repeatedly add 5 three times

Skip Counting
Skip counting involves counting by the second factor the number of times indicted by the first factor Example 3x5 could be found by skip counting by 5 three times, saying: 5,10,15 Counting by five three times corresponds with counting three group of five

Splitting the product into two parts

One-more set strategy Example (Fig 8-9) Showing 6 group of 3 apples separated into 5 group of 3 and 1 group of 3 A child would verbalize along these lines I know that 5 threes is 15 and 1 more group of 3 is 18, so 6 groups of 3 is 18 and 6x3=18 Useful resource: a series of folded cards

Splitting the product into two parts

Twice as-much strategy When at least one of the factors is even, the product My be split into two equal parts Example Since 2 sixes is 12, so 4 sixes is twice as much which is 24

Facts of five
It is useful for the larger facts One of the factors must be larger than 5 because this strategy involves breaking one of the factor into a group of 5 and another group. Assumption: the children know the facts of 5 Example :For 7x6 A child :I know that 5 sixes is 30 and 2 sixes is 12, so 7 sixes must be 30+12 or 42

Patterns
Most useful for the facts of 9 Example By lightly shade all the multiples of 5, children will observe that all the multiples of 5 end in either 0 or 5 and appear in only one row or one column in the multiplication table

Pattern
Activity : 1.Shade the multiples of 9. Explore patterns on the multiplication table for the factor 9. Make all the observations 2.Shade the multiples of 3. Explore patterns on the multiplication table for the factor 3. Make all the observations

Observation
The sum of the digits for each product, other than zero, always 9 The ten digit increases sequentially from 1 to 8 Except for the zero fact, the unit digit decreases by one from 9 to 1 The ten digit is always one less than the non-nine factor (eg 7x9, the ten digit will be one less than 7, that is 6)

Finger Multiplication
Interesting strategy for working with facts of 9 1.Hold both hands in front of you with the palms facing away from you 2.To show 2x9, begin counting at the left. Bend the second finger. The finger to the left represents the tens and the fingers to the right of the bent finger represent the ones

Mathematical properties
Commutative Associative Distributive Identity

Helping children to learn the commutative property

The numbers may be multiplied in any order without changing the result eg 3x6=6x3 Activity 1.Building or drawing an array of objects on a card. Ask the children to rotate the array Write the mathematics sentences for both arrays 900 2.Draw rectangle on grid paper 3x4 rectangle and 4x3 rectangle. Count the number of squares in it

Helping children to learn the associative property

(3x2)x4=3x(2x4) Activity: (3x2)x4=3x(2x4)? 1.Use interlocking block to build models 3x2, then build 3 more arrays to show 4 times (3x2) 2.Use interlocking block to build models 2x4 then build 2 more arrays to show 3 times (2x4) 3.Compare the number of blocks in each models

Helping children to learn the distributive property

4x13=4x(10+3) Activity 1.Write a mathematics sentence from an arra 2.Rearrange the array into two arrays and write two mathematics sentences for the arrays 3.Compare the results

 Any numbers multiplied by one gives you the same number Model with word problems Example One bag of marbles with 6 marbles in the bag

Helping children to learn the multiplication property of one

Helping children to learn the multiplication property of zero

Property

Mathematical Childs languageHow it helps language If 3+9=12 then 9+3 must be 12. The umber of addition or multiplication facts to be reduced from 100 to 55

Commutative a +b=b+a Pxq = qxp

Associative

(a+b)+c=a+ When I am adding Combination s make (b+c) or multiplying the task easier, eg (axb)xc=ax(bxc three or more 3x4x5=3x(4x5) ) numbers, it doesnt matter where to start a(b+c)=ab+ac 6(5+2)=6x5+6x2 Some of the more difficult facts can be split into smaller and easier part 6(5+2)=6x5+6x2 Since 6x5=30 a+0=a and 0 added to any 19 addition facts

Distributive

identity

End of slides Thank you