Math Strand: Number Sense and Numeration
Math Strategy: Using Familiar Facts
English Video:
French Video:
Purpose:
To create grid arrays for basic multiplication facts.
Task Instruction
· This game is played in partners. Two children share a blank grid.
· The first partner rolls two number dice.
· The numbers that come up are the numbers the child uses to make an array on the grid.
· They can put the array anywhere on the grid, but the goal is to fill up the grid to get it as full as possible.
· After the player draws the array on the grid, she writes in the number sentence that describes the grid. Students record the multiplication fact in two places: once on their side of the calculation board and the other time inside the rectangular array. By writing and recording we hope that this repetition will enhance their memory of these facts to reach the eventual goal of automatic recall.
· The second player then rolls the dice, draws the number grid and records their number sentence.
· As more and more arrays occupy the game board fewer arrangements are possible. When a student cannot create an array they may roll up to three times in a row hoping to roll a multiplication fact that will fit. When they are BOXED OUT the game is finished.
Alternative Goals: Students could try collectively to occupy as much of the game board as possible.
How This Activity Supports Learning?
From the Guide to Effective Instruction in Mathematics Grades 4 to 6 Multiplication
http://www.eworkshop.on.ca/edu/resources/guides/NSN_vol_3_Multiplication.pdf
Page 15-16
Learning Multiplication Facts:
A knowledge of basic multiplication facts supports students in understanding multiplication concepts, and in carrying out more complex computations with multi-digit multiplication. Students who do not have quick recall of facts often get bogged down and become frustrated when solving a problem. It is important to note that recall of multiplication facts does not necessarily indicate an understanding of multiplication concepts. For example, a student may have memorized the fact 5 × 6 = 30 but cannot create their own multiplication problem requiring the multiplication of five times six.
The use of models and thinking strategies helps students to develop knowledge of basic facts in a meaningful way.
Where to Next?
Creating arrays of larger numbers to model partial products.
Consider the following problem.
“Amy’s uncle has a large stamp collection. Her uncle displayed all his stamps from Australia on a large sheet of paper. Amy noticed that there were 8 rows of stamps with 12 stamps in each row. How many Australian stamps are there?”
To solve this problem, students might arrange square tiles in an array, and use various strategies to determine the number of tiles. For example, they might count the tiles individually, skip count groups of tiles, add 8 twelve times, or add 12 eight times. Students might also observe that the array can be split into two parts: an 8 × 10 part and an 8 × 2 part. In doing so, they decompose 8 × 12 into two multiplication expressions that are easier to solve, and then add the partial products to determine the product for
8 × 12
8 × 10 = 80
8 × 2 = 16
80+16 = 96
The BOXED OUT game board can be found on the LKDSB portal https://portal.lkdsb.net/BoardDepartments/prog-elem/math/_layouts/15/WopiFrame2.aspx?sourcedoc=/BoardDepartments/prog-elem/math/Number%20Sense%20and%20Numeration/JUNIOR/MULTIPLICATION%20and%20DIVISION/Boxed%20Out%20Multiplication%20Game.docx&action=default
The French instructions and board game of L'Empêchement, can be found here.
Printing these game boards out on 11 X 17 card-stock and then laminating them is helpful to provide many opportunities for students to reinforcing these facts. Playing this game at home will also provide an enjoyable way for parents and guardians to support their children.
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