Small wooden squares, all the same size:
Green squares with the symbol 1.
Blue squares with the symbol 10.
Red squares with the symbol 100.
Some green squares with the symbol 1000.
Skittles (for division): 9 green, 9 blue, 9 red and 1 large green.
Some small discs in green, blue, and red.
A compartmented box for all the above.
A tray with squared paper, pencil and ruler.
- Invite the child to the lesson.
- Ask him to bring two papers, two underlays, and two pencils on a tray.
- Ask him to bring the stamp game box.
- Write a number such as 2313, ask the child to write it too.
- “We are going to make this number three times.”
- Write a 3 on the paper in the unit’s place under the previous number, in this case it was 2313. Ask the child to write it too.
- “Alright, can you make that number, three times?”
- Wait for the child to make the number with the stamps, three times.
- Ask the child to slide the same categories together.
- Ask the child to count the categories, then write the number on the paper, such as 9 in the unit’s place on the paper.
- Repeat this process until the child finishes and arrives at “6939.”
- “There is nothing here that says we did multiplication. But here is a symbol that means we multiply. We can say ‘times’ when we read it.”
- “2313 times 3 equals 6939.”
- Repeat this process for a few more problems.
- Repeat the process the same as before, but this time think of numbers that when multiplied will result in exchanging.
- Demonstrate how the exchanging process is the same as it is in addition.
- Continue as you would with static, just watch to see that the child is exchanging.
Child works independently.
To reinforce what was learned with the collective exercises by means of individual work.
Further experience with place value.
To show how to write a problem.
Control of Error
Child does not bring work to check for accuracy, but we are watching to see if they get the right answers.
5 to 5 1/2
The child may be read to move onto dynamic multiplication after only a few problems.