(4)
fill in a multiplication chart using the skills and answers from this
activity.
RESOURCES/MATERIALS:
Large paper, colored pencils, enlarged chart or chalk board.
ACTIVITIES
AND PROCEDURES: The teacher explains that in addition when
the same number was in the problem it was called a double, but in multiplication
when a number is multiplied by itself it has a different name. Can we
find what the label might be and why it is suitable? Pass out a large
piece of paper with ten rows across and ten rows down to each student.
The teacher works on an enlarged copy at the board. Each student and the
teacher also need a marker. Choose a number from one to ten. Place the
marker at the very top, left-hand corner of the large paper. Move down
exactly that many boxes then across the given number of boxes. The area
that appears inside the marker is the answer for how much that number
equals when it is multiplied times itself. Count to identify. With a colored
pencil, shade in this area. Choose another number one to ten and follow
the same procedure until the pattern becomes apparent. A numerical answer
may be recorded at the lower, left-hand side of each square. Write out
a list of all the math facts 1-10 multiplied by itself and label the list
MULTIPLICATION SQUARES.
TYING
IT ALL TOGETHER: The student should observe that each time
a number one through ten is multiplied by itself, the answer is a square.
They can then predict that a two or three digit number times itself will
also make a square. Later they can find square roots. Can the chart and
marker be used to find other products and will the other products also
be squares? If 5x5 is 25, what will 6x5 be? After practicing and filling
in the answers on the chart, the student will have a complete multiplication
chart to be used meaningfully until the math facts are memorized.
SUGGESTIONS/MODIFICATIONS
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