Multiplication and Division with Factors of 2 (Large Group)

8-A-L-1

Purpose: Connect knowledge of doubles with multiplication and division involving 2s

Description: Students engage and reason with arrays in contextual multiplication and division scenarios involving 2s.

Materials

  • Prepared Digital slides (optional)
Multiplication and Division with Factors of 2

What To Say and Do

  • 1

    Display an array. Present it as a scenario such as where there are the same number of cookies in each row:

    1. There are 2 rows of cookies.
    2. There are 4 cookies in each row.
    3. How many cookies are there altogether?
  • 2

    Have students determine how many cookies there are altogether.

  • 3

    As students share, draw attention to how students reasoned with the rows of cookies. Highlight ways in which students utilized the rows to find the total.

  • 4

    As students reflect and share their thinking, write the corresponding multiplication equation.

  • 5

    Once students start making connections to using doubles, support knowledge of commuted pairs by displaying rows of 2. For example, pose a scenario with cookies where there are 2 cookies in each row.

    1. There are 6 rows of cookies
    2. There are 2 cookies in each row.
    3. How many cookies are there altogether?
  • 6

    As students share, draw attention to how students reasoned with the rows or columns. Highlight ways in which students utilized the rows or columns to find the total.

  • 7

    Continue posing tasks with a variety of arrays with 2 rows or 2 in each row.

  • 8

    Pose a division scenario involving 2s. For example:

    1. There are 2 rows of cookies.
    2. There are 14 cookies altogether.
    3. How many cookies are in each row?
  • 9

    As students share, draw attention to how students reasoned with the cookies in each row and the total number of cookies. Highlight ways in which students determined the number of rows.

  • 10

    As students reflect on their thinking, write the corresponding division equation.

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