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2-N-2-6

Page history last edited by Tashe Harris 6 years, 2 months ago

2.N.2.6 Use concrete models and structured arrangements, such as repeated addition, arrays and ten frames to develop understanding of multiplication.

In a Nutshell

As students enter second grade, they can partition sets of objects into equal groupings. Second graders will now use those equal groupings (number of groups and number in groups) to lay a foundation for multiplication. They will practice this repeated addition with tools and real-world situations so that they may begin to multiply in third grade.

Student Actions	Teacher Actions
Develop strategies for solving problems involving equal groupings (e.g., counting by 2’s, making tens, using arrays, etc.). Develop a deep and flexible conceptual understanding by making groups, arrays, etc. of numbers in order to lay foundation for multiplication.	Implement tasks that promote reasoning and problem solving by allowing multiple entry points and varying solution strategies (e.g., “I have eight bags of candy. In each bag there are 6 pieces of candy. How many candies are there in all?) . Facilitate meaningful mathematical discourse by encouraging students to discuss their strategies for counting or adding. Use and connect mathematical representations by providing mathematical tools (e.g. ten frames, arrays, and geoboards) to aid in the development of the foundation for multiplication.
Key Understandings	Misconceptions
Two components are involved in multiplication: (1) the number of groups and (2) the number in groups There are a variety of strategies to solve multiplication problems (e.g., drawing pictures, using base ten blocks, coordinating two counts, compensation, making tens, doubling, informal version of the distributive property,, etc.). Why the commutative property works. In other words, why is the solution to the problem involving 8 groups of 6 the same as 6 groups of 8?	Multiplication is just repeated addition.