ASSIGNMENT MODULE 7

(Erum Afreen Yousufi-DK708)

Q.4: Explain the presentations of Multiplication Board

and Division Board in your own word. Also make
illustrations.

Multiplication Board
The multiplication bead board is used for practice with the
multiplication tables 1x1 through 10x10. The box consists of a
perforated multiplication working board with 100 holes in rows of ten
arranged in a square, a box with small plastic cards numbering 1-10
which represents the multiplicand, a red disc which marks the
multiplier and a box of 100 red beads. At the left side of the board is a
window with a slot for the insertion of the cards.
➢ Materials
• A perforated board with 100 holes in rows
of 10 arranged in a square. At the left side
of the board is a window with a slot for
the insertion of the cards.
• A red, wooden disc.
• Tables of multiplication
• A set of cards from 1 to 10
• Charts 1 and 2
➢ Chart 1

➢ Chart 2
 ASSIGNMENT MODULE 7
(Erum Afreen Yousufi-DK708)

➢ Presentation
• Show the child the material and have him bring it to the table.
• Show the child the numbers along the top of the board. Tell
the child, “These numbers tell us how many times to take a
number.”
• Show the child how to slide the card (4) into the slot on the
side of the board.
• Tell the child, “This tells us we will be doing the table of 4.”
• Place the little red disc above the 1 at the top of the board.
• Say, “This tells us we need to take 4 one times.
• Using the red beads, place 4 one times in a vertical line.
• Have the child count how many beads there are on the board.
• Tell the child, “4 x 1 is 4” Have the child write the answer on
the paper next to the equation.
• Move the disc over above the 2.
• Tell the child, “We now need 4 two times. But we already
have 4 one times.”
• Have the child place the red beads in a vertical line next to
the first four.
• Have the child count the total number of beads on the board.
• Say, “4 x 2 is 8”.
• Repeat in this manner. When the child
reaches 4 x 4, have him say the
equation with you.
• If the child is making the table with
ease, when he reaches 4 x 8 show him
that 4 x 7 was 28. Count from 28 up
four more. Repeat in this way until he
has finished the board.
• Have the child read all of the equations and answers written
on the piece of paper.
• The child can check his work on Multiplication Chart 1.
 ASSIGNMENT MODULE 7
(Erum Afreen Yousufi-DK708)
➢ Exercise:
The child, over time, does each of the tables in the same way. He can
then make a booklet of the tables.
➢ Direct
To give practice in multiplication leading to the memorization of the
essential multiplication tables.
➢ Control of Error
The child checks his work with Chart 1.
➢ Age
5 - 6 years

Unit Division Board

Division Board helps the child practice the tables of division with the
dividends and the divisor.
➢ Materials
• The unit division board
• 9 green skittles
• A box with 81 green beads
• Printed division slips

➢ Introduction
• Show the child the material and have him bring it to the table.
• Look at the board with the child. Show him all the places for
the beads.
• Show him the numbers at the top of the boards and tell him
that they are the dividend.
• Tell him the numbers on the side will be the answer.
• Write 27 / 9 = on squared paper.
• Begin by telling the child the two rules: the answer cannot be
larger than 9 and the remainder cannot be equal to or larger
than the divisor.
• Place 27 green beads into the glass bowl.
• Ask the child how many times will we give
27 out. (9)
 ASSIGNMENT MODULE 7
(Erum Afreen Yousufi-DK708)

• Place 9 green skittles along the top of the

board.
• Give each skittle a bead until there are no
beads left.
• Say, 27 ¸ 9 is 3. Point to the 3 along the
vertical side of the board.
• Have the child write in the answer to the
equation.
• Have him replace the beads into the bowl.
• Ask the child how many beads we have in the
bowl. (27)
• Tell him as you write the next part of the equation
on the second line of paper, 27 ¸ 8 =
• Have him do this equation as he had just done the
last.
• Have him write the answer with the remainder.
• Read the whole equation with the child.
• Tell the child that there is something special about the
remainder: “We can have a remainder as long as it is smaller
than the dividend.”
• Repeat as above for 27 ¸ 6 =
• After the child has written the answer and the
remainder check to see if the remainder is
smaller than the dividend.
• Repeat in this way for the entire sheet of paper.
• When you reach 27 ¸ 2, your remainder will be
bigger than the dividend. Point this out to the
child and then cross out the entire equation
because: “We can never have a remainder that is
the same or bigger than the dividend.”
 ASSIGNMENT MODULE 7
(Erum Afreen Yousufi-DK708)

➢ Presentation
• Write 81 ¸ 9 =
• Have the child count 81 beads into the glass bowl and place
nine skittles at the top of the board.
• Have the child do this equation as written above.
• Read the finished equation out loud with the child.
• Then write: 81 ¸ 8 =
• Have the child do this equation and write in the remainder.
• Look with the child at the remainder and notice that it is
bigger than the dividend.
• Cross off the whole equation.
• Repeat for 81 ¸ 7 =
• Repeat for 81 ¸ 6 =
• Look at the last three crossed off equations and wonder out
loud: “I wonder if the others will also have a remainder larger
than the dividend?”
• The child should notice that the remainder gets bigger and
bigger as the dividend gets smaller and smaller.
• Decide together that because of this pattern, only 81 ¸ 9
works.
• You can finish this presentation here.

➢ Notes
On the same day or at a later date repeat this work for 80 ¸ 9 through
1, 79 ¸ 9 through 1, 78 ¸ 9 through 1, etc…
For the first few sets of work, clear the board after each equation.
Once the child understands that each equation is a new and different
equation, you do not need to clear the board after each equation.

➢ Exercises
The child can work as shown in the presentation. Once the child
 ASSIGNMENT MODULE 7
(Erum Afreen Yousufi-DK708)

has done all the equations on all of the slips, re-read the equations.
Underline in red the equations with no remainder. The child can then
record all of the equations with no remainder on the squared paper.

Purpose
➢ Direct
To familiarize the child with the various ways in which numbers may
be divided.

➢ Control of Error
Division Chart 1

➢ Age
5 1/2 - 6 years