TOPIC
18
Strand:
309.2
309.3
310
311.2
312
Explore, understand and apply the distributive properties of multiplication.
Explore, understand and apply the zero properties of multiplication.
Develop and/or recall multiplication facts within 100.
Multiply a 2-digit number by 1–10.
Solve and complete practical tasks and problems involving the multiplication of
whole numbers.
1. Exploring, developing and applying the zero, associative and commutative properties of
addition.
2. Exploring and discussing repeated addition and group counting.
1. Applying and problem-solving: Select appropriate materials and processes for mathematical
tasks and applications.
2. Integrating and connecting: Understand the connections between mathematical procedures
and concepts. Represent mathematical ideas and processes in different modes: verbal,
pictorial, diagrammatic, symbolic.
3. Implementing: Execute standard procedures efficiently with a variety of tools.
4. Understanding and recalling: Understand and recall terminology, facts and definitions.
Multi-link cubes, counters, multiplication square
Multiplication, multiply, multiple, groups of, times
1. Revise previous multiplication.
2. Continue to use plenty of manipulative materials to help the class visualise
multiplication.
3. When multiplying larger numbers, break the sum into two parts. Ask the
children to use ten and unit blocks to calculate this.
4. Relate the carrying over of the ten to adding, using manipulatives show the class why we carry
over the unit blocks.
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Counting stick:
Counting in different multiples. Count forwards and backwards, starting with different numbers.
Target board 1:
Multiply each number by various multiples.
Fans:
Show the answer to various multiplication facts, e.g. 3 x 4, 5 x 6, etc. Show the children a number
on the fan, e.g. 12 and ask them to show the factors (3 x 4 or 6 x 2).
Create word problems:
‘If 1 doll costs €4, how much for 3 dolls?’, ‘If I have 12 stickers, how many ways
could I divide them?’ (1 per child, 2 each for 6 children, 3 each for 4 children,
4 each for 3 children.)
Exploring patterns:
Get the class to look for patterns in their tables and challenge them to see how many patterns they
can find in their 9 times tables.
Calendar questions:
Divide the children into groups, give each group a calendar and get them to calculate the number
of weeks to their birthday, to Christmas, to the summer holidays, etc. Then challenge them to
find out the exact number of days to each event using their 7 times tables. Children could also
challenge their group with questions.
Multi-link cubes:
Use multi-link cubes to help children investigate and understand the zero property of
multiplication. Then get them to begin multiplying larger numbers using the distributive property
of multiplication. Show them how to split a 2-digit number into 2 parts and calculate the answer,
again using multi-link cubes. They could work in pairs for these activities.
Base 10 blocks:
Using these will help the children to develop their understanding of the distributive properties of
multiplication further, as the tens are already together.
Number drop:
You will need a tin and some counters or small objects. Slowly drop the counters into the tin 1 at a
time and explain that each drop is a multiple, e.g. if doing multiples of 5 then 1 drop = 5, 2 drops
= 10, 7 drops = 35, etc. Then work in reverse, whereby if 35 is in the tin and 3 counters are
taken out then 20 is left, etc.
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Around the world
Students sit in a circle and 1 student starts by standing behind the next student in the circle.
The teacher holds up a large flash card or calls out a sum. The first student to say the answer
stands behind the next person in the circle. If a sitting student says the answer first then the
standing student sits down in the winner’s chair. This process continues until at least 1 student
has made it completely around the circle or, when the last student has had a turn, the student
who moved the most number of seats is the winner.
Higher attainers:
Separate activity sheet
Topic
18
1. Fill in each square so that numbers vertically and horizontally multiply to get the answer
written below or on the right-hand side.
For example:
(a)
(b)
5 6
30
6
3 8
24
49
15
14
48
(c)
42
54
18
24
72
18
7
42
1
63
2
54
(j)
40
18
24
7
(h)
36
16
48
36
56
9
20
(g)
15
(i)
24
(e)
30
56
9
36
12
35
21
32
21
(d)
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(f)
27
(k)
7
64
40
64
6
2. Multiplication word problems.
the months? _______, _______, _______, _______, _______, _______, _______
many children visit each day. How many children visit each week? _______, _______
(c) I belong to the 2, 3 and 4 times tables. The sum of my two digits is 9. What number am I?
_______
(d) I am a two-digit number. I am a multiple of 5 and 3. The difference between my digits is 1.
What number am I? _______
© Folens Photocopiables
(a) There are 31 days in 7 months of the year. How many days is that altogether? Can you name
(b) Each day Newbury Farm has visits from 6 schools. If there are 28 children in each group, how
Number: Operations (addition, division)
Music: Repeated number of beats in a bar
PE: Getting into groups and teams
Parents could help at home by challenging children to calculate the number of weeks and
then days until an event, using a calendar and their 7 times tables. Children could also be
encouraged to practise multiplication of a 2-digit number in their head by splitting the number
into tens and units. This could be made a game.
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