![]() With the number 3 and 4, we can more effectively illustrate the two meanings of a division equation. Revisit the Two Meanings of Division Equations 3,6,9,… and then move on to using dot paper (dots in rows and columns to represent the total).įinally, we’ll introduce the distributive property for multiplication – express the final product as a sum or difference of two “easier” multiplication operations. Similar to introducing multiplication tables for 2,5 and 10, we start with skip counting, i.e. we should be able to interpret 4 x 3 as meaning “four groups of three”. Properties of Operations for Multiplication and Divisionįirst make sure we remember what multiplication mean, i.e.Writing family facts and Divide using related multiplication facts.Skip counting to dot paper to the distributive property using landmark numbers.Most of the instruction is identical to the last lesson for numbers 2,5 and 10, i.e. ![]() ![]() Under a spiral approach, students move on to learn other topics after learning multiplication tables for 2,5, and 10, before coming back to learn about multiplication for numbers 3 and 4. Having learned the multiplication facts for the “friendly” numbers of 2, 5 and 10 in the previous blog post, we’re now ready to tackle multiplication tables of 3 and 4, usually in the latter half of second grade.
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