6 FORM PACE WORK 

13.04.20 

In this lesson, we will learn to multiply. 

Vocabulary Practice. 

 1. times 

2. equal 

3. check 

4. multiply 

a. to be identical in value to. 

b. to look at (something) carefully to find mistakes, problems, etc., or to make sure there is nothing wrong with it. 

c. multiplied by. 

d. to increase greatly in number or amount : to become much more numerous 

 Teacher: Label the numbers in a multiplication problem: 

Teacher: Label the numbers in a multiplication problem: 

COEFFICIENTS	PRODUCT	MULTIPLICAND	MULTIPLICATOR

Practice  

Tell students that, in math, we use words to describe specific things. In addition, when we add two numbers, the answer is the sum. In multiplication, when we multiply two numbers, we call the result the product. 

Remind students that they have already started learning multiplication. One way to practice multiplication is by skip counting. Tell students that you are going to call a game called “Product.” Go through key fact families (i.e. 3, 4, 6, 7, 8, 9, 11, 12). The first student starts counting. The next player continues counting. When a player gets to a multiple of that number, they call “product” (i.e. for the 3s times table, 1, 2, product, 4, 5, product). If a player forgets to say product or says is at the wrong time he or she is out. Play a few rounds that hit important multiplication tables (for 2nd grade this might be 3, 4, and 6, for 3rd grade this is likely 7 and 8). This game can be played whole group or in small groups. 

Tell students that today we are going to practice different ways to show multiplication and we are going to make a flipbook that we can use as a mathematics resource throughout the year. Review five ways to show multiplication problems: 

Draw a picture 

Show the problem in an array, a set that shows equal groups in rows and columns 

Show the problem in a grid 

Write the problem and use skip counting 

Write the problem and use repeated addition 

Model how to show each one using the multiplication problems 3×4 and 7×8. Then, have students work in pairs to complete the representations for the problems 5×9 and 4×7. 

After students are finished, have them share out and reflect: 

Which method was easiest for you? 

When might you use each method? (For example, solving a word problem, solving a mental math problem, explaining your thinking.) 

Post a multiplication story problem on the board. Then, have students work independently for two minutes to solve the problem. After students have finished the problem, have a few students share how they solved it. Identify which strategies each used. If students finish early, they can complete another problem. 

Multiplication Story Problems: 

Carla has 5 boxes of crayons. Each box holds 12 crayons. How many crayons does Carla have? 

There are 8 candies in one bag. How many candies are there in all if Marta packs 9 bags of candies? 

Rob decorated 6 cakes. He put 4 candles on each cake. How many candles did he use? 

7 students go to the library. Each student has 7 books to return. How many books are returned?  

Домашнє завдання: 

 1. What is the algorithm of multiplication? 

2. Make up your own word problems.