Students in Ms. Finelli's second grade class worked in groups of 3 to solve word problems using several strategies. These students related repeated addition (32 + 32 + 32 = 96) to an array (3 columns of 32) to a grouping visual (3 groups of 32 with base ten blocks). The students were solving problems that are above grade level using strategies that make the concept of multiplication more accessible. This group did not even write 32 x 3 = 96, but introducing the equation to students now that they have clearly shown a conceptual understanding of multiplication would be appropriate. By relating so many strategies, students have a tool chest to draw from that makes their approach to problem solving more flexible. Some of the problems the students solved include situations that have students dividing a total that is given to them. The students can use similar strategies to solve these problems if they are taught to recognize multiplication and division as inverse operations.

These students in Ms. Lewis's class draw a picture of base ten blocks first. A line represents ten and a dot represents 1. The pictures helps them to move to an understanding of the computation.

Indicators:

6.2.5.4 model repeated addition (multiplication) and sharing equally (division) in a variety of ways, including dividing sets into two, three, or four equal parts.

6.2.4.2 use concrete objects to model multiplication and division facts.

6.3.7.1 use a variety of strategies to solve simple multiplication and division problems.

6.3.5.8 multiply and divide multi-digit numbers by one-digit numbers.