Illuminations: Multiplication: It's in the Cards

# Multiplication: It's in the Cards

## Looking for Patterns

 Students skip count and examine multiplication patterns. They also explore the commutative property of multiplication.

### Learning Objectives

 Students will: skip count by twos, threes, fives and tens find products by adding equal sets explore the commutative property of multiplication

### Materials

 Counters or cubes Crayons and Paper 0—99 Chart

### Questions for Students

 What numbers did you say when you skip count by 2? By 5? By 3? By 10? [2, 4, 6, 8, etc.; 5, 10, 15, 20, 25, etc.; 3, 6, 9, 12, 15, etc.; 10, 20, 30, 40, 50, etc.] How can we show that 3 × 6 has the same product as 6 × 3? [3 groups of 6 produces 18; 6 groups of 3 produces 18.] What is similar about skip counting by 5 and adding 5 + 5 + 5? What is different? [For both, you get multiples of 5; Counting by 5 can be quicker than adding 5 + 5 + 5.] How does knowing how to skip count by 2 help you skip count by 4? [Student answers may vary.]

### Assessment Options

 At this stage of the unit, it is important for students to know how to: Skip count by twos, threes, and fives Find products by adding equal sets Define and use the commutative property The guiding questions will help the students focus on the mathematics in this lesson. These questions will also aid you in assessing the students' level of knowledge and skill. Documenting information about students' understanding and skills throughout the unit on the Class Notes may help you plan appropriate extension and remediation activities. You may also find this information useful when discussing the students' progress toward learning targets with the students themselves and with parents or caregivers, administrators, and colleagues.

### Extensions

 Say to students, "Let's skip count by 3 by singing the answers to the tune of "Are You Sleeping?" Is that easier or harder for you than just saying the words? [Singing slowly will make it easier for most students.] You may wish to refer to Skip-Counting Songs for Multiplication for song ideas for various factors. Students may also explore the Multiplication: An Adventure in Number Sense website.

### Teacher Reflection

 Which students remembered the commutative property? What experiences are necessary for those who did not? When students were unable to fluently count by 3’s, what strategies would facilitate their recall of this counting sequence? Which students are able to skip count by 2, 3, 5, and 10 rapidly and correctly? What extension activities would be appropriate for those students? What adjustments will I make the next time that I teach this lesson?

### NCTM Standards and Expectations

 Number & Operations 3-5Recognize equivalent representations for the same number and generate them by decomposing and composing numbers. Understand various meanings of multiplication and division. Identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems.

1 period

### NCTM Resources

 More and Better Mathematics for All Students
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