Ms. Payne

Multiplication Strategies:

Book of Doubles (x2)

Give your child a paper booklet by folding 6 pieces of paper folded in half and stapled together at the fold.  Have him/her draw a group of objects on the left side of the fold.  Then they will draw the same number of objects on the other side of the fold.  On the bottom of the page, he/she should write an addition and multiplication equation to match the pictures they drew.

Understanding x9 Facts

The goal is to help your child discover that x10 facts can help with x9 facts. This mindset also helps students use numbers flexibly, by decomposing. Pose questions such as, “Ms. Thomas bought 3 packs of pencils, and each pack had 9 pencils in it. How many pencils did Ms. Thomas buy? If we don’t know what 3 groups of 9 is (3 x 9), could we use 3 groups of 10 (3 x 10) to help us?” Discuss the differences between 3 x 9 and 3 x 10, using pictures and models to emphasize the concrete understanding of the number of groups and objects in each group. Explore this idea further by changing the story to have more groups of pencils. Ask, “what patterns do you notice between x9 and x10 equations?”. 

You may also give your child a story that begins with a tens fact context.  Andre bought 10 packs of gum.  Each pack had 6 pieces.  What is the multiplication equation?  (Record) How many pieces of gum did Andre buy?  If Andre shared 1 pack with friends, how many pieces of gum does Andre have now?  What is the multiplication fact 9 x 6?  How is the situation different from when Andre first bought the gum? (There is 1 pack or 6 pieces less).  So how many pieces of gum now?  (60 - 6) 54. Do several like this and ask students to explain how 9’s facts are related to 10’s facts.