A collection of large pictures to be used for display when beginning discussions about multiplication.
This teaching resource consists of three images to choose from:
- a gorilla
- a panda
- a monster.
Once the character has been chosen, print multiple copies of the image. The number of copies made will depend on the multiplication number sentence being discussed. For example, if the number sentence was 3 x 4, three copies of the gorilla could be displayed. Students then attach four concrete objects to each of the gorillas’ tummies. The concrete objects, which could be attached with sticky tack, might include linking cubes, match sticks, counters, etc. These objects represent the number of things eaten by the character. Write the matching repeated addition sentence below each gorilla, e.g., 4 + 4 + 4.
Alternatively, use the pictures as stimuli for creating word problems.
Common Core Curriculum alignment
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 o...
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × ...
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all pr...
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