#### Material

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.

#### Presentation

##### Static Multiplication

- 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.

##### Dynamic Multiplication

- 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.

#### Exercises

Child works independently.

#### Purpose

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.

#### Age

5 to 5 1/2

#### Notes

The child may be read to move onto dynamic multiplication after only a few problems.