Relate multiplication to repeated addition Unit of Study: Understanding Multiplication and Division Global Concept Guide: 1 of 7

Content Development Approximately 2 days should be spent on students developing

an understanding of the relationship between repeated addition and multiplication.

Students should have multiple opportunities to directly model problem situations using a variety of manipulatives.

Direct modeling using manipulatives, pictures, and the linear model should be heavily emphasized.

Teachers should avoid referring to the multiplication symbol as “times” and instead say “groups of.”

Day 1 The focus of day 1 is discovering the relationship between

repeated addition and multiplication through the use of direct modeling.

Example: Scott has a garden consisting of 4 rows. Each row has 3 tomatoes in it. How many tomatoes are in Scott’s garden?

Students should record direct models in their journals and write both addition and multiplication expressions that match their models.

Example: 3 +3 +3 +3 is equivalent to 4 x 3.

Day 2 The focus of day 2 is relating repeated addition to

multiplication through the use of the linear model.

By the end of Day 2 Students should be able to show repeated addition as

Groups of Linear model Skip counting An addition expression A multiplication expression.

Enrich/Reteach/Intervention

The Reteach Activity on p. 109B can help struggling students by using plates to represent groups. This is a more concrete representation of “groups of.”

The Enrich Activity on p. 113B would be a great way to extend students’ understanding of the relationship between repeated addition, multiplication, and story problems.