# Multiplication

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Multiplication

## 2. Interpretations of Multiplication

2.1.1. 2 x 10 would be seen as 2 groups of 10 and be solved by adding one number at a time (2+2+2+2+2+2+2+2+2+2)

## 3. Multiplication Chart and Associated Strategies

### 3.2. Commutative Law

3.2.1. If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.)

## 5. Helping Children Memorize and Understand Even the Most Difficult Facts

### 5.1. Making Connections

5.1.1. Your students need to make connections among these entry-level strategies and multiplication by making the links to multiplication clear (Parrish, 2014).

## 6. Teaching Strategies

### 6.1. Procedural

6.1.1. Describing the Rule

6.1.2. Using Lined Paper

6.1.3. Using Placeholders

### 6.2. Conceptual

6.2.1. Explaining the Rationale in terms of Number Sense: What does 123 x 645 mean?

6.2.2. Separating the Problem into Three Subproblems (123 x 600) + (123 x 40) + (123 x 5)

## 18. Any Number Multiplied by 10 is that Number with a zero attached to the End

### 18.1. Activities that Support Learning of the Multiplication Facts

18.1.1. Using Grid Paper to make lists and draw sets to answer these questions

18.1.2. Using Unifix Trains

18.1.3. Array Cards and Frames

## 20. Number Talks

### 20.2. Making Friendly Numbers

20.2.1. adjust forty-nine to reach the nearest multiple of ten, which would be fifty

### 20.5. Breaking Factors into Smaller Factors

20.5.1. Example 49 into 40 and 9

## 21. Five Number Talk Goals

### 21.3. Properties

21.3.1. If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)