Transcript Multiplication Workshop

Multiplication
H O W C A N I H E L P M Y C H I L D W I T H M AT H S ?
Language of Multiplication
 Your child should be familiar with various words for
multiplication and then later for division.
 Multiply – multiplied by, product, times.
 Use ‘multiplication tables’ rather than ‘times tables’.
Do not use ‘times by’ or ‘timesing’
Multiplication
For multiplication tables the table number comes first
e.g.
 3 x 0 = 0 three nothings are nothing
 3 x 1 = 3 three ones are three
 3 x 2 = 6 three twos are six etc
Table facts are started at 0
Multiplication Square
Using a multiplication square can help children when
solving calculations, to build on retention of table
facts.
This can be found in the
multiplication pack.
Layout of calculations
 When multiplying by one digit, lay out the
calculation as in the example.
2 6
x 24
104
 The ‘carry’ digit always sits above the line.
Layout of calculations
 When multiplying by 10, move the digits up a
column and add a zero for place holder.
E.g. 4 7
x 54 6
23 8 2
2 31 5 0
2 6 3 2
 Decimal points always stay fixed and the numbers
move when multiplying.
 Do not say ‘add on a zero’ when multiplying by 10.
This can result in
3.6 x 10 = 3.60.
Mental Strategies
 Encourage mental calculations as much as possible.
The more exposure they have to using mental
strategies, the more confident they will become at
multiplication facts and the various ways to solve
calculations.
 In the multiplication pack provided, there is the
opportunity to use number fans and number cards
and whiteboard and pen to answer multiplication
calculations created by you.
Mental Strategies – First Level
 Counting in 2, 3, 5 etc (multiplication facts)
 Repeated addition e.g. 3 + 3 + 3 = 9 which is the
same as 3 x 3 =9
 Derive quickly doubles of 5, 10, 15, 20, up to 50.
 Respond quickly to oral questions phrased in a
variety of ways.
(Six twos, 5 multiplied by 2, multiply 4 by 3, the product of 6 and 7)
Mental Strategies – Second Level
 Multiply a 2 digit number by a single digit, multiplying the tens
first.
(47 x 5 = (40 x 5) + (7 x 5) = 200 + 35 = 235)
 Use factors to multiply
15 x 6 = (15 x 2) x 3 = 30 x 3 = 90
 Multiply and divide by a multiple of 10 or 100 using strategies
such as:
-multiply by 20 by multiplying by 10, then double
-multiply by 50 by multiplying by 100, then halve
-multiply by 25 by multiplying by 100, then divide by 4
-multiply by 15 by multiplying by 10, halving the result and
adding the two parts together
Outdoor Learning
 Using everyday, real life situations is a good way to
incorporate multiplication.
 E.g. using sticks and stones to bundle/group.
3 groups of 3 = 3 + 3 + 3 = 3 x 3
Outdoor Learning
Using chalk to:
 Write the numbers on stones and skip count in 2, 5
etc
 Write number targets on the wall and use a water
gun to blast the number to a calculation!!!
Outdoor Learning
Using chalk to:
 Draw a hopscotch board and write multiplication
calculations in each box.
 Draw numbers on an outdoor trampoline and use for
jump counting in 5’s, 10’s or to jump on the answer
to a question given.
Useful Websites
 www.readwritecount.scot
 www.curriculinks.co.uk
 www.multiplication.com
 www.topmarks.co.uk
 www.fun4thebrain.com