Select Page

# Collective Exercises – Multiplication

1. Home
2. Knowledge Base
3. Mathematics
4. Decimal System
5. Collective Exercises – Multiplication

#### Material

Golden beads – 50 unit beads and a supply of tens, hundreds, and thousands.
Most of the hundreds and thousands will be wooden.
Number cards – 1 large set 1 to 9000; three small sets 1 to 3000.
One large tray with a dish for units.
Three small trays each with a small dish.
Several rugs.
1 set of small number cards 1 to 9 for the multiplier.

#### Presentation

##### Static Multiplication
1. Invite three children to the lesson.
2. Ask the children to lay out two large rugs at a distance from each other.
3. Place the large math tray in the middle of the rug.
4. Ask the children to place the large number cards on one the other large rug, in formation.
5. In the bottom right corner of the same rug that the children placed the large number cards, place the small multiplication/division number cards. 1 – 9 and 10 in columns; one column for units on the right, then the 10 in its own column to the left of the units.
6. Ask the children to unroll their blue math rugs, this time at a distance from each other.
7. Ask the children to place the small number cards on their work rugs, in formation.
8. Ask each child to bring their own math tray to their small rugs.
9. For all three children, put the same four cards from the child’s small rug in random spots on the tray, such as 3000, 200, 30, 1.
10. Ask the children to get their number in beads on the tray, and bring them to the rug with the large tray.
11. “Alright, I think you guys know what to do.”
12. Wait for the children to verify their own numbers and place their small number cards on each category.
13. Wait as the children count their chosen categories one at a time, and each place a large number card on their categories.
14. Count the last category as a group and ask a child to place the large number card on it.
15. Once each category has a large number card, ask the children to put their numbers together – again, stacking them aligned to the left and then sliding them to the right – and place them in the top right corner of the rug, in a column.
16. Put the large number cards together and place the number underneath the children’s numbers.
17. Go over who’s number is what.
18. “When you take a number and add it to the same number several times, it is called multiplication.”
19. Flip over two of children’s sets of numbers, so that only one set of “3231” is showing.
20. “We brought that number how many times? Right, three times!”
21. Pick up the small multiplication/division 3 card, and place it below the 3231 formation.
22. “This number, 3231, taken 3 times, makes 9693.”
23. Repeat this process until the children tire, then clean up.

#### Dynamic Multiplication

1. Same process as static, but include numbers that will result in exchanging beads.

#### Exercises

Work independently.

#### Purpose

To gain a sensorial impression of multiplication which is addition of the same number many times.
To further understand the decimal system.

#### Control of Error

Purpose and process are more important than the correct answer.

4 1/2 to 5

#### Notes

The little 3 used is called a multiplier.