Multiplication/Division mat demonstration

Reinforcing Multiplication

Teacher: I have four plates and each one has two slices of pizza on it. Thinking about our multiplication strategies, can anyone tell me which one I can use to work out how many slices of pizza I have altogether?

Students: Double, double, double?

Teacher: Yes, very good. We can use double, double, double. So can you count them out with me using that strategy?

Teacher/Students: Two slices doubled is four slices…

…four slices doubles is eight slices.

Teacher: Yes, so four multiplied by two is eight.

Introducing Division: Partition

Teacher: So what about if I had started with a whole pizza that has eight slices, and I want to share it with out amongst my four friends? It has to be even though because that wouldn’t be fair otherwise!So if we think of our subtraction strategies, could we figure it out by counting down in twos?

Students: Maybe Teacher: Okay, let’s try it together and see.

Teacher/Students: Eight slices, six slices, four slices…

Teacher: So does each plate have the same number of slices? Is it fair?.

....two slices.

Students: Yes, each plate has two slices!

Introducing Division: Quotition

Teacher: So let’s try another one. This time my pizza has six slices and I want to share it out evenly with my friends so that they each got three slices on their plates. How would I figure out how many plates I needed?

Students: Count down?

Teacher: Could we use a different strategy? Maybe Use Halves? Lets try it and see. Count down with me.

Teacher/Students: Six halved is three

Teacher: Yes. So I can share my six slices with two friends.