Modeling Multiplication

Focus Using base ten representations to model

multiplication with single-digit multipliers

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n this section students model an example such as 3 45 by showing 45 on 3 Place mats and then combining the blocks in each place. Through this model, students intuitively recognize the distributive property of multiplication; that is, they see that 3 45 is the same as (3 4 tens) + (3 5). This method is easily extended to multiplying a three-digit number by a onedigit number. The process is the same and simply includes blocks-of-100. If appropriate for your students, include three-digit numbers in these activities. The basic goal of this section is for students to be able to model a multiplication example or story problem with a single-digit multiplier. Not until the next section will students predict outcomes and begin to develop mental computation and paper-and-pencil techniques for multiplying. Many of the ideas in these two sections will develop gradually over an extended period of time. The next two sections suggest a way in which the Digi-Block materials can be used to guide students discovery of a multiplication algorithm. You may want to be more or less directive in how the activities unfold.

Multiplying Tens and Ones

Present a story problem such as the following:

Three children each have 23 blocks. How many blocks do they have together?
For demonstration, find a place where you can lay out three Place mats, one above the other. Have single blocks, blocks-of-10, and empty holders available. Ask each of three volunteers to show 23 on one of the mats. To emphasize the partial products, ask,

How many groups of 20 do you see? How many groups of 3 do you see?
Then ask,

How many groups of 23 do you see?

You can use several Place mats to model multiplication of two-digit numbers. Shown here is the model for 3 23.

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To model multiplication as repeated addition, ask students to push together all the blocks in each column, tell the total number of blocks-of-10 and ones (the order doesnt matter), set the Digit Flip Cards to show the product, and write the related multiplication sentence (3 23 = 69). Have students follow a similar procedure for two or three more examples that do not require regrouping, such as 4 21, 3 32, and 2 42. For the last example, show students how they can work with one mat, placing one group above the other. This will save space when students are working independently or in small groups. Whether using several mats or a single mat, make sure students can identify the separate groups. Seeing the image of the repeated addition model reinforces the idea of multiplying the whole number, not separate digits. Because of the limited space on Place mats, it is best to make no more than about 4 groups at this stage. Once students are more familiar with the process, they can allow their groups to spill over the mat and still know what numbers they are modeling. Next present an example that requires regrouping, asking three students to model 3 28. As with the previous examples, students form the three separate groups on the mat and then find the total number of blocks in each place. Note that students might count the blocks, add, or recall a basic fact. Over time, encourage them to explain their approaches and discuss which is easiest. This time, students must pack the blocks in order to set the Digit Flip Cards correctly. This should not be difficult because it is the same process they have used throughout these units. You may want students to record, at the top of the mat, the number of blocks in each place before they pack. These subtotals help with later translation to paper-and-pencil recording.

For 3 28, students might record the number in each place before packing.This is similar to the intermediate steps of written computations, when students record partial products.

Continue with other examples with regrouping. Have students work in pairs or small groups to find 4 17 and 3 46. Provide time for students to record their work. They can use drawings, words, and numbers to depict their steps. The recording process provides another way for students to make multiplication meaningful and is a vital component of their learning. Invite students to share their recordings with one another, perhaps in relation to particular story problems. Over time, such work gives you important insight into students growth of understanding. At this stage, however, the focus is on performing
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the tasks with the blocks and communicating the process. More efficient recording schemes are explored in the next section. Students should have many opportunities to combine equal groups consisting of blocks-of-10 and single blocks. Connect the process to multiplication examples presented in both vertical and horizontal forms, as well as to a variety of story problems. Encourage students to ref lect on the process with questions like these:

How many single blocks will there be when you put them together? How many new blocks-of-10 will there be? Why? What does the number you are writing on the Place mat tell you?

Recording their work gives students a chance to reflect on the process.

Working with Larger Numbers

Once again, the fact that all of the blocks look alike except for size makes it easy for students to extend their thinking. When you decide students are ready, have them investigate multiplying one-digit by threedigit numbers with an example such as 4 126. The process is exactly the same as for two-digit numbers; students merely work with blocks-of-100 as well, applying their knowledge of packing the blocks. While you will want to consider a few more examples, avoid any that will require the use of several blocks-of1000. Students who can model multiplication with twodigit numbers will quickly be able to do so with threedigit numbers.

Students model 4 126 on a Place mat.

After combining the blocks, they write the total in each place.

Then they pack and set the Digit Flip Cards to show the product.

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Practicing Key Ideas
Roll a Product
Students work in pairs. One student forms a number on the Place mat. The other student rolls a die. The number rolled tells how many groups to make of that number on the mat. Together, students make the groups, find the product, and record the corresponding multiplication sentence.

Assessing Learning
1. Have the student make 5 groups of 23 on the Place mat and set the Digit Flip Cards to show the product. Does the student make the groups correctly? find the correct answer? 2. Present 4 35 in vertical or horizontal form. Ask the student to show you how to use the blocks to find the product and explain what he or she is thinking. Does the student model the example correctly? find the correct answer? clearly explain his or her thinking? 3. Have the student use the blocks to solve a story problem. For example:

The children made 3 buildings with blocks. Each building has 48 blocks. How many blocks are there in all?
Does the student model the problem correctly? find the correct answer? clearly explain his or her thinking?

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