TOPIC: Multiplication as Counting by Multiples

OBJECTIVE

Illustrate multiplication as counting by multiples

PREREQUISITE CONCEPTS AND SKILLS

1. Counting 2’s, 5’s and 10’s through 100

2. Illustrating multiplication as repeated addition

MATERIAL

1. Learning Module 3. Chart with story problem

2. Activity sheet on skip counting, repeated addition

INSTRUCTIONAL PROCEDURE

A. Preparatory Activities 1. Drill

Group the pupils. Let the group fill in the missing number as fast as they could.

1. 2, 4, 6, __, 10 4. __, 10, 15, 20, 25 2. 3, 6, __, 12, 15 5. 6, __, 18, 24, 30 3. 4, 8, 12, 16, __

2. Review – Do this as group activity.

Finish the repeated addition to illustrate the following multiplication. 1. 5 x 6 = 5 + 5 +_______________________

2. 7 x 3 = 7 + _________________________ 3. 8 x 4 = 8 + _________________________ 4. 9 x 7 = 9 + 9 +_______________________ 5. 4 x 8 = 4 + 4 + ______________________

B. Developmental Activities 1. Motivation

Assign number to each of your pupils. Tell them to be alert and remember their corresponding number because anytime you will call them to tell their corresponding number.

The pattern on how you call your pupils is the multiples of a certain number.

Example:

Multiples of 3 (3, 6, 9, 12,….etc.) 2. Presentation

 Group the pupils. Give each group 20 pebbles or counters whichever is available in your classroom.

 Guide them to arrange the first 2 sets as shown below. II IIII

 Instruct them to add two more sets.

 Let each group explains their corresponding answer.

 Then show the correct set of counters. (IIIIII IIIIIIII)

 Ask them the pattern they see.

 Instruct them to form the fifth set. (IIIIIIIIII)

 This time show the illustration of the above situation as shown below. 1st set 2nd set 3rd set 4th set 5th set

II IIII IIIIII IIIIIIII IIIIIIIIII

Ask: What pattern have you observed?

How many 2’s were there in the first set? in the second set? in the third set? in the fourth set? in the fifth set?

What pattern did you see?

Call some pupils to write the numerical value of the first set, second and so on as shown below.

1st set 2nd set 3rd set 4th set 5th set

1 2 3 4 5

II IIII IIIIII IIIIIIII IIIIIIIIII

2 2 4 6 8 10

Explain that 2, 4, 6, 8, and 10 are the multiples of 2 (2, 4, 6, 8, 10). Explain also that the first set is the product of multiplying 2 and 1, second set of 2 and 2 etc.

3. Reinforcing Activity – Refer to LM 41 4. Application – Refer to LM 41

5. Generalization

EVALUATION

Use the number grid below to illustrate the following multiplication as counting by multiples. Follow the colour coding.

1. 7 x 5 (red) 2. 9 x 4 (yellow) 3. 8 x 6 (orange)

4. 6 x 3 (green) 5. 5 x 7 (blue) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 HOME ACTIVITY

Refer to LM 41– Gawaing Bahay

Teaching Guide for Mathematics Grade 2 Multiplication

Lesson 42

TOPIC: Multiplication as Equal Jumps in a Number Line OBJECTIVE

Illustrate multiplication as equal jumps in a number line

PREREQUISITE CONCEPTS AND SKILLS

1. Illustrating multiplication as counting by multiples 2. Addition of whole numbers

MATERIAL

1. Learning Module 4. Flashcards of addition

2. Activity sheets 5. Illustration of a number line

3. Marker and Manila paper

To illustrate multiplication as counting by multiples, get the multiples of the multiplicand until the number of times determined by the multiplier.

INSTRUCTIONAL PROCEDURE

A. Preparatory Activities 1. Drill

Conduct drill on addition of whole numbers using flashcards. (One digit by one digit only)

2. Review – Do this as group activity.

Illustrate the following multiplication by completing the multiples.

1. 5 x 4 = {5,………..…..} 4. 4 x 3 = {4,………}

2. 3 x 6 = {3, 6……….} 5. 6 x 2 = {6,………}

3. 2 x 5 = {2, 4……….} B. Developmental Activities

1. Motivation

Imitate the movement of some animals like frog, duck etc. 2. Presentation

Let the pupils play “The Leaping Frog”.

Form a group with five members in each group. Draw a straight line on the floor. Mark the line. Vary the number of markings for each group.

Each member will take turn in jumping to the line. Make sure that they will land on the markings.

Process what they have done:

a. How many markings are there in your line? b. Do they have the same distances?

c. How many jumps did you make?

Let the representative of each group report their output.

Then show an illustration of a number line. Ask the pupils if they can see the similarity between the illustration and what they have done earlier.

Discuss how a number line can be used to illustrate multiplication. The number line below shows 4 groups of 3 or 4 x 3.

0 1 2 3 4 5 6 7 8 9 10 11 12 Discuss further that the multiplier shows how many equal jumps should be made in a number line. The multiplicand determines the spaces. 3. Reinforcing Activity - Refer to LM 42

4. Application – Refer to LM 42 5. Generalization.

EVALUATION

Illustrate the following multiplication as equal jumps in a number line.

1. 4 x 5 2. 3 x 7 3. 5 x 6

4. 6 x 6 5. 7 x 4

HOME ACTIVITY

Refer to LM 42 – Gawaing Bahay

Teaching Guide for Mathematics Grade 2 Multiplication

Lesson 43

TOPIC: Writing Related Equation for each Type of Multiplication OBJECTIVE

Write a related equation for multiplication as repeated addition

PREREQUISITE CONCEPTS AND SKILLS

1. Addition of whole numbers

2. Illustrating multiplication as repeated addition

MATERIAL

1. Learning Module 5. Chart with story problem

2. Activity sheet 4. Illustrations

3. Flashcards of addition facts

INSTRUCTIONAL PROCEDURE

A. Preparatory Activities 1. Drill

Drill the pupils using flashcards of addition facts.

2. Review - Do this by pair. Give each pair this activity sheet. Illustrate the following multiplication using repeated addition.

1. 4 x 7 2. 7 x 6 3. 6 x 3 4. 3 x 7 5. 6 x 6

To illustrate multiplication as equal jumps in a number line, determine first the multiplicand and the multiplier. The multiplier determines the number of equal jumps while the multiplicand determines the number of spaces per jump.

B. Developmental Activities 1. Motivation

Do you eat fruits? Why? Elicit answers from the pupils.

2. Presentation – Let the class read the story problem below.

Use fruit toys. These toys should be placed in baskets. One basket for each kind of fruit. Each basket is labelled with their corresponding kilos. Show the fruit toys and let the pupils touch them.

Ask: How many kinds of fruits were there? How many kilos was each kind of fruit? How many kilos of fruits were there in all? How did you know the answer?

Present the above situation using illustration. 2 kg 2 kg 2 kg 2 kg Ask: How many groups of fruits were there? How many kilos of fruits were there in each group? How many kilos of fruits were there in all?

How did you find the answer?

Can anyone write a related equation for this situation? Call some pupils to write the equation they have formed. Then write this equation, 2 + 2 + 2 + 2 = 8

3. Reinforcing Activity - Refer to LM 43 4. Application – Refer to LM 43

5. Generalization

EVALUATION

Write a related equation for the following repeated addition.

1. 5 + 5 + 5 + 5 + 5 + 5 2. 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3

3. 9 + 9 + 9 + 9 4. 7 + 7 + 7 + 7 + 7

In writing related equation for multiplication as repeated addition, the multiplicand is the number being added while the multiplier is the number of times the multiplicand is added.

Alma bought 2 kilos of mango; 2 kilos of rambutan, 2 kilos of banana and 2 kilos of lanzones. How many kilos of fruits did she buy in all?

5. 6 + 6 + 6 + 6 + 6 + 6 + 6

HOME ACTIVITY

Refer to LM 43– Gawaing Bahay

Teaching Guide for Mathematics Grade 2 Multiplication

Lesson 44

TOPIC: Writing Related Equation for each Type of Multiplication OBJECTIVE

Write a related equation for multiplication as counting by multiples