Lesson 32: Multiplication Facts with Visuals
Lesson Objectives
- Use objects, pictures, drawings, and number lines to understand multiplication
- See multiplication as repeated addition
- Apply skip counting and the TouchMath approach for finding products
- Apply understanding in making comparisons of pairs of factors
- Skip count using concrete objects and pictures
- Use arrays as a strategy for skip counting
Materials
- Extend Workbook (Page 32)
- Counters or manipulatives
- Highlighters, markers, or crayons
- Skip counting multiplication songs (by 2’s, 3’s, and 4’s) (as needed)
- TouchMath’s Foam Numerals and TouchPoints (for more concrete)
Step 1: Warm Up (5 min)
A reminder that skip counting is a great way to connect the concrete to the abstract. Start with skip counting songs, using visuals while students listen to the songs. Then, move on to showing a few multiplication problems with visuals (e.g. arrays) and going through each part (factor x factor = product), look at the groups and circle, count the number of items in each group to determine the factors (3 groups of 4 = 12 total items).
Step 2: Vocab Review (5 min)
Review prior vocabulary: arrays (an arrangement of a set of numbers or objects in rows and columns) products of multiplication problems. Introduce new vocabulary: factor(s) (a number that you multiply with another number to get a product).
Step 3: Model (5 min)
Play around with different ways to visually illustrate arrays using multiples of 2, 3, or 4 to start on the whiteboard. Model making arrays with multiples of 2’s to start. Review skip counting by 2’s song for further support. Show a few multiplication problems with multiples of 2 and teach skip counting by one number while touching the TouchPoints on the other number (e.g. if skip counting by 2’s, skip count on the 3 by 2’s in 2×3: 2, 4, 6). Using TouchMath’s Foam Numerals, show how to skip count on one number (place visual examples with counters underneath, as well).
Step 4: Guided Practice (5 min)
Pull out 100s Chart and multiples of 2’s and 3’s resource page made in prior lesson. In groups, ask students to draw arrays with dots/circles/dots with multiples of 2’s and 3’s (2×4, 3x7, 2x8, 3x5, etc.). Have students circle each group. Ask them, “how many groups of dots/stars did you circle? How many dots/stars are in each group?” Then have them write down their multiplication sentences/problems next to their arrays (e.g. “We circled 2 groups of dots and there are 7 dots in each group. Therefore, my multiplication sentence is 2x7=14. There are 14 total dots altogether. This means the product of 2x7 is 14.”). Ask what the repeated addition statements would look like (e.g. 2+2+2+2+2+2+2 OR 7+7). Have students practice skip counting by one number while touching the TouchPoints on the other number using TouchMath’s Foam Numerals.
Step 5: Student Practice (5 min)
Go to Student Workbook Page (32). Read the directions at the top of the page. Tell students they will be practicing ringing (or circling) the groups of dots and determining the missing or unknown factor. Remind students that they can use any supports from today or previous lessons. Count the dots in each group with the first problem, reminding them to ring or circle, and then write the missing factor (3) in the box of the multiplication problem. Students can also skip count on the missing factor on the known factor (skip count 3 two times on the number 2) to double check the answer (3×2=6). Repeat these steps with the next three problems.
Step 6: Wrap Up (5 min)
To wrap up the lesson, review the learning objectives and core vocabulary words again and ask your students about their experience.
