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(e)Multiplication
Activity
List down the learning objectives for Multiplication of Whole Number
Multiplication
What is your idea about multiplication? Repeated addition
What is your idea about division? Repeated subtraction Equal sharing Partition
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
Answers
5x10=50 No 7x4=28 yes 6x0=0 yes 486=8 yes 2010=2 No 469=5 r 1 No 05=0 yes 150 is undefined No
Addition facts
by adding one and adding zero strategies
+
0 0 1 2 3 4
1 1 2 3 4 5
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
5
6 7 8 9
6
7 8 9 10
5
6 7 8 9
0
0 0 0 0
5
6 7 8 9 18 27 36 45 54 63 72
45
54 63 72 81
Activity
Prepare the basic facts for multiplication
Repeated addition
Example Three group of five is five plus five plus five
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
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 nonnine 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
Property Commutative
How it helps The umber of addition or multiplication facts to be reduced from 100 to 55
Associative
(a+b)+c=a+(b+c) (axb)xc=ax(bxc)
When I am adding or Combination s make the multiplying three or task easier, eg more numbers, it 3x4x5=3x(4x5) doesnt matter where to start
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 19 addition facts multiplication facts can be remember easily
Distributive
a(b+c)=ab+ac
identity