An overview of ways to teach multiplication and division for K-5.

1. Multiplication &
Division
July 2015

2. Standards
•Progressions
•How many ways can you
represent multiplication?

3. Ways to Look at
Multiplication
9+9+9+9

5. Write a
Multiplication
Story for each
ARRAY

6. 3’s
2’s

7. MULTIPLICATION
FACT Strategies

8. Multiplication Fact Strategies
• Doubles
• Five Facts
• Zeros and Ones
• Nifty Nines
• Helping Facts
Van de Walle
Provide
HOPE


9. Multiplication & Division
Strategies
Multiplication
• Repeated Addition
• Partial Products
• Base 10 Blocks, # lines, arrays
• Lattice
• Traditional
Division
• Repeated Subtraction
• Partial Quotients
• Base 10 Blocks
• Traditional

10. 26 x 14 =

11. Comparing Lessons
EnVision
Multiplication
•www.pearsonrealize.com
•Gr 3 – 1.1
Division
•Grade 4 – 7.4 (Texas)
Online State Curriculums
Multiplication
•https://www.engageny.or
g/resource/grade-3-
mathematics-module-1-
topic-lesson-1
Division
•http://education.ky.gov/e
ducational/diff/documents
/divisioninterpretingremai
nders.pdf

13. PARCC Samples
• http://parcc.pearson.com/
• Division – Grade 4 PBA – 3,8

14. Why?
•What do kids know?
•Where do they need help?
•How can they connect their
learning to real life
experiences?

15. ANIE
• Assessment of Numeracy in Education

16. Flip the Problem Solving
Model
Traditional ANIE

17. Sample Questions
•7 + 4
•33 x 5
•3x + 5 = 20
•Solve for A if r = 4, A=πr2

18. THE STEPS
Estimat
e
Calculate
Explain
Apply
Represent

19. Estimation
Did the student…
•Make a reasonable estimate?
•Use a grade appropriate strategy?
•Explain their strategy?

20. Calculation
Did the student…
• use a grade-appropriate procedure?
• carry out the procedure efficiently?
• carry out the procedure accurately?

21. Representation
Did the student
• sketch the math accurately?
• write the numbers accurately?
• orally explain the concept using mathematical language?

22. Concept and Application
Did the student…
• use a relevant real life situation?
• apply the concept in their story accurately?
• orally explain their understanding of the concept?

23. Scoring

24. Options for use
• Pre-assessment to determine instructional priorities/groups
• Morning work to review concepts in lieu of DCCR
• Marking period assessment in lieu of quizzes to determine
report card indicator ratings