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Topic:

Multiplication Facts
Using blocks to model and derive multiplication facts.

In this activity students will:

Q Use blocks to model multiplication problems as arrays. Q Make a table of multiplication facts. Q Discuss methods for finding products.

Setup:
Student arrangement: Small groups (24) Each group needs: 1 array mat At least 120 single blocks and 12 small holders 1 activity sheet for each student

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Multiplication Facts
Introduction:
r Have students sit with their group. Pass out activity sheets, array mats, and blocks. r Ask groups to put one block in the first column, the second column, and so on. r As a class, write the total for a 1 1 array in the first cell, 2 1 array in the second cell, and so on. r The bottom row of the activity sheet should be complete. Remove the blocks. r Have students put two blocks in the first column, the second column, and so on. r As a class, write the total for a 1 2 array in the first cell, 2 2 array in the second cell, and so on. r The next row of the activity sheet should be complete. Remove the blocks. r Repeat with x3 facts until groups are ready to continue on their own.

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Activity:

r Ask students to continue modeling the arrays with blocks and recording the products on their

activity sheets. Groups will: r Complete the table of multiplication facts. r Model each fact with blocks. r Work cooperatively. Closure r Ask students to put 8 columns of 7 blocks on their array mats. Have students explain methods for finding the total number of blocks represented. Methods might include: r Count all the blocks. r Count by 7 (there are 7 blocks in each of eight columns). r Count by 8 (there are 8 blocks in each of seven rows). r Pack all the blocks into holders (that will make 5 blocks-of-10 and 6 ones). r Move blocks so that there are 10 blocks in each column with 6 leftover. r Separate the array into two parts: 8 columns of 5 blocks makes 40 and 8 columns of 2 blocks makes 16. That makes 56 blocks altogether.

Assessment:

r What techniques do students use to calculate the total number of blocks? r Do students count all the blocks individually? Do they skip count? Do they use known facts to

derive unknown facts? Do they pack the blocks or make tens?

r Are students able to use known facts to derive unknown facts?

Extensions:

r Students can revisit this activity as they work on their multiplication facts throughout the year.

A completed multiplication fact chart is provided on page 69.

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16 Multiplication Facts
Name ________________________________________________

Make arrays with blocks. Record the facts in the chart.

x12 x11 x10 x9 x8 x7 x6 x5 x4 x3 x2 x1 x1 x2 x3 x4 x5 x6 x7 x8 x9 x 10

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This page may be copied for classroom use.

Digi-Block

Multiplication Facts
Name ________________________________________________

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Multiplication fact chart.

x12 x11 x10 x9 x8 x7 x6 x5 x4 x3 x2 x1

12 11 10 9 8 7 6 5 4 3 2 1
x1

24 22 20 18 16 14 12 10 8 6 4 2
x2

36 33 30 27 24 21 18 15 12 9 6 3
x3

48 44 40 36 32 28 24 20 16 12 8 4
x4

60 55 50 45 40 35 30 25 20 15 10 5
x5

72 66 60 54 48 42 36 30 24 18 12 6
x6

84 77 70 63 56 49 42 35 28 21 14 7
x7

96 88 80 72 64 56 48 40 32 24 16 8
x8

108 99 90 81 72 63 54 45 36 27 18 9
x9

120 110 100 90 80 70 60 50 40 30 20 10

x 10

Digi-Block

This page may be copied for classroom use.

Packed with Math: 23

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