Flowvella for multiplication 2nd grde how to#

For example, if I gave them a card with 3 x 4, student might show: Then I put out the following math manipulatives for students to choose from (or anything along these lines):Ĭhoice in this activity is key to getting students invested and motivated to try this on their own.Īt their table or desk, students then attempt to model their multiplication sentence using the language we’ve introduced. I give each student/pair a single multiplication sentence on an index card. This can be done independently or in pairs. There are loads of activities and lessons you can do to reinforce this language, but here is one of my favorites (and also the simplest): We model the stacks, groups, rows, and piles together and then transfer those models to our anchor chart. We create the anchor chart together as we try out different ways to represent our multiplication problem. I love having an anchor chart available to students to help them make sense of this language.

I find it helpful to have common visuals when I introduce multiplication.

Offering opportunities for students to see a single multiplication problem shown in multiple ways can help reinforce this language. It’s important that we explicitly teach students to interpret the language of multiplication The language of multiplication can take many forms: And then… Introducing A Variety of Multiplication ModelsĪfter we introduce the concept of multiplication and help them identify real-world examples, we can move into language. Vary the numbers and the language you use. You get the idea… when introducing multiplication, use the context of your classroom to create some very clear examples for your students. Instead of saying/writing 4 + 4 + 4 + 4 +4, there is another way we can say/write it: 5 x 4 because we need 5 tables of 4 boards each. We have 5 tables in the class, and each table needs to have 4 boards each so every kid can play. Perhaps I say that our class is playing BINGO. Each group is equal to the next group because every student is getting 3 crayons. Instead of saying/writing 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3, there is another way that we can say/write it: 20 x 3. That means if we have 20 students, we need 20 groups of 3 crayons. By using a common setting and common materials it helps better avoid potential language and/or cultural barriers.įor example, we might say that during art class, each student needed 3 crayons. When we introduce multiplication I use very common situations within our own classroom. I Introduce multiplication by providing real-life examples that they can latch onto to help them recognize WHY multiplication matters and how it is a helpful real-world tool. But how do we do that? How is that foundational understanding built? Introducing Multiplication in the Real World When we introduce multiplication to our students, it’s important that we help them build a solid foundational understanding before we push fact memorization and fluency. Multiplication is far more than fact fluency.

However, when we reinforce this way introduce multiplication in our teaching, it opens the door for misunderstanding and limits a student’s ability to recognize multiplication in the real world.

Flowvella for multiplication 2nd grde how to#

Multiplication and knowing how to do “times” is what a lot of students (and adults) view as “big kid math.” Students are often eager to memorize and recite multiplication facts to show how “smart” they are.