Multiplication and Division Concepts 115Successful Strategies
When working with the repeated addition multiplication
concept, it is often benefi cial to model the groups with
manipulatives or show the groups with pictures. It is also
helpful to put the mathematical situations in context. For
example, 4 + 4 + 4 can be placed in the context of three cars
with four people in each car. Students can draw pictures of
the cars and people or use manipulatives to show the groups
of people. In addition, it is benefi cial to begin making the
connection to multiplication by using the phrase, “groups of.”
Saying, “There are 3 groups of 4,” is a helpful bridge from
4 + 4 + 4 to 3 x 4. The word “times” may cause confusion
for students. Beginning with “groups of” helps students
to understand the concept and progress to other ways to
communicate the concept such as using the word “times.”
repeat, repeated, addition,
add, multiply, multiplication,
groups, sets, multiplier,
multiplicand, productMath Words to Use
Questions at Different Levels of Cognitive Demand
Recall: What is 2 + 2 + 2 + 2 + 2?
Comprehension: How do know that 5 + 5 + 5 + 5 = 20?
Application: How would you illustrate 6 groups of 3?
Analysis: How does skip counting connect to repeated
addition?
Evaluation: Why is repeated addition a multiplication
concept?
Synthesis: What kind of diagram could you create to
show repeated addition?EASYCOMPLEX