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Multiplication and Division
Objectives
To understand how to read an array.
To use beaded lines and grouping to help write division number sentences.
Resources
Abacus Workbook 3 | Counters | 📄 Pictures of array cards | 📄 0-50 beaded lines | Sticky notes | 0-20 beaded line
Vocabulary
array | times tables | multiplication | multiply | times
Today's Lesson
Introduction
Show your student an array of 6 rows of 3 counters.
Ask your student to write the multiplication 6 x 3 = 18.
Mark 18 on a 0-20 beaded line.
This time draw 6 hops of 3, labelling where they land.
How many 3s are in 18? 6!
Rotate the array so that it has 3 rows of 6.
Ask:
- What can you see now?
- What number sentences can we write?
Record 3 × 6 = 18.
Ask:
- How many 6s are in 18?
Using the same number line underneath the original hops, draw 3 hops of 6, again labelling where they land.
Ask:
- How many hops have we done altogether?
- What does this tell us?
Record both division number sentences:
18 ÷ 3 = 6
18 ÷ 6 = 3
Repeat with an array of 4 rows of 7 counters.
Main Activity
Pick one of the arrays from Sheet 2 from Lesson 1 📄 Pictures of array****cards📄 . Discuss and write down the multiplication sentence to match.
Show your student the 0-20 beaded line. Spread the same number of counters as the array along the bottom.
Ask:
- How many 5s are in 20?
Draw a hop of 5.
Ask:
- Where have we landed?
- How many counters?
Challenge your student to count the beads or counters and label 5 on a sticky note.
Repeat with another hop of 5.
Where have we landed now? 10.
Draw another. Where now? 15! And again? 20!
How many hops did we make altogether? 4. So this tells us there are 4 lots of 5 in 20.
Record as 20 ÷ 5 = 4.
Put the counters back and switch the array around.
Ask your student to repeat this independently. They should discuss with you the facts they can find out from the arrays and record this in their book.
When working out ‘How many groups of…’ your student should use 📄 0-50 beaded lines and draw hops on the line, making sure they record where they land each time, instead of ringing the groups.
Extra Challenge
Repeat the above activity, using Sheet 3 arrays from the 📄 Pictures of array cards resource.
Record grouping on 📄 0-50 beaded lines, and as both multiplication and division facts.
For example: 4 x 9 = 36, 9 x4 = 36; 36 ÷ 9 = 4, 36 ÷ 4 =
Workbook
To help your student consolidate their learning from today, please ask them to complete the activities on page 30 of Abacus Workbook 3.