2017/2018 12/01/2017 - 12/01/2017

Mrs. Emily Britt Day View

Friday 12/01/2017

Math 12:10pm - 1:10pm

Connecting Multiplication and Addition
Standards
MA.3.2 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/
division to complete basic fact sentences. The student will use these relationships to solve problems.
MA.3.6 The student will represent multiplication and division, using area, set, and number line models, and create and
solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.

TIW demonstrate that multiplication is repeated addition

SIC understand what multiplication means
IKIHIW complete the quick check with 80% accuracy.

Bloom's Level: analysis

Procedure
Start by placing 3 Hula-Hoops on the floor (not overlapping) with students gathered around so that everyone is able to see
the hoops. Students should be seated with their dry-erase boards, markers, and erasers handy.

Call on 6 volunteers to help with this activity. Ask 2 students to step inside each of the 3 hoops. As you point to each Hula-
Hoop, ask the class to skip count aloud with you to find the total. As they count, “2, 4, 6,” write the addition number
sentence on the board that represents the problem (2 + 2 + 2 = 6). Ask students to copy the number sentence on their dry-
erase boards.

Repeat this procedure several times with different numbers of hoops and students, but keep the numbers small, never
using more than four hoops until the next step. For each round, have your students skip count to find the total and then
write the addition number sentence on their dry-erase boards.

After several rounds with small numbers of hoops, place six HulaHoops on the floor and ask two students to step into each
hoop. Ask them to write the addition number sentence for this arrangement. After they write 2 + 2 + 2 + 2 + 2 + 2 = 12,
say, “Wow! That’s a really long addition sentence! I wonder if there’s an easier way to write this number sentence?” Ask if
anyone knows another way to show the problem before you reveal the answer; some of the children may already know
about multiplication and they will be excited to share. If no one knows, tell the students that there’s another kind of number
sentence they can write that means the same thing. The operation is called multiplication instead of addition, and it uses
an X for the symbol instead of the plus sign. Explain that the first number means the number of groups (HulaHoops) and
the second number means the number of things in each group (students). Write “6 x 2 = 12” on the board and explain that
this is a shortcut for writing the long list of addends in the above problem. Have them copy both the addition and the
multiplication number sentences on their dry-erase boards.

Repeat step 4 with different numbers of Hula-Hoops and different numbers of students in each hoop. Have students write
both the addition number sentence and the multiplication sentence for each round of the activity.

Glue notes and fill out

Practice

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