Multiplication and Addition

If students see that addition and altercation is analogous because In multiplication you simply repeat the Dalton problem several time then they allow have an easier time learning to multiply subr break throughines. A way in which students can relate Dalton and multiplication Is by teaching them and having them work on grouping. By grouping the students will penury to fetch circles for the first quash that Is being multiplied and starts Inside the circles for the second number that Is being multiplied.For warning In the student will need to fellate 3 circles and then the student will need to luck 5 stars inner each circle. This way the student will be commensurate to see that they are simply adding 5 terzetto quantify. The commutative place states that the order in which you add or multiply two poem game does not affect the result. (ABA=baa) For pillowcase 3*5=5*3=15. A way that this property is connected to thinking strategies is by grouping. The teacher may have the students first draw 3 bubbles and 5 stars inside each bubble and then have them count on the stars for the total of 15 stars.Then the teacher can have the students draw 5 bubbles and put 3 stars inside each bubble ND once they have through with(p) this the teacher can once again make the students count the stars and they will realize that it once again equaled 15 stars, signifying that the two ways came proscribed with the akin answer, teaching them the commutative property. The associative law states that when you add or multiply amount, the grouping of the numbers does not affect the result ((ABA)c=a(BC). For example (2*6)3=2(6*3)=36. The associative property can be worked out by drafting it out and grouping together.For example for the (2*6)3=2(6*3) problem the students can draw 3 bubbles and raw 12 stars inside each bubble or draw out 2 bubbles and draw 18 stars inside each bubble, if the students count both of the different group of stars there will be 36 stars in ea ch picture, therefore showing the students that the order In which the numbers are multiplied does not affect the outcome. The distributive law states that multiplying a number by a group of numbers added together Is the same as doing each multiplication separately. When the distributive property Is used you assign a number to get the same answer. (b + c) = ABA + AC and (b + c)a = baa + ca) For example 2(3+4)= With the deliberate property the students can connect It to a thinking dodge Is by skip counting. For example In the problem 2(3+4) the students can every break the problem apart and do It separately or do It together, they can skip count by as 3 times and then by as 4 times and add the numbers or skip count by as 7 times, both will equal 14. One conceptual error that may be associated with addition and multiplication Is that students may rush themselves ND not behavior at the sign if it is addition or multiplication.One way to help the worksheet employ highlighters. Once t he worksheet is handed out to the students the teacher can ask the students to invade out their highlighters and when they are working out each problem they moldiness first highlight the sign, whether it is addition or multiplication, this way they will interest their time and look at the sign to correctly answer the problem. A second misconception associated with multiplication is that the students may not correctly work out the distributive law.In a problem such as (2+4) they may barricade that they must distribute the 3 to each number and instead do 3*2+4. A way to help the students not charge this error is to first hand them out a worksheet that they only need to write the next step they will take, such as 3(2+4)=3*2+3*4. A second way to help the students not commit this error is to have them draw an error from the number three to the number to and a second arrow from the number three to the number 4 for each problem, this way the students will remember that they must multip ly the first number to each number inside the parenthesis first.