**BEAD BAR MULTIPLICATION**

**Direct Aim**:

memorization of the multiplication tables

to bring the child to awareness of the functions of the multiplier and the multiplicand

**Indirect Aims**:

to understand that a number when multiplied by ten results in the same number of tens and zero units

to realize that a number multiplied by itself results in a square to give the concept of forming surfaces, starting with a line, progressing to rectangles

**Materials**:

…box containing colored bead bars 1-10, 55 of each

…Chart I (for control)

**Presentation**:

We are going to represent the table of a certain number with bead bars. The child is invited to choose a number, i.e., 8. We start with 8 taken one time. One 8 bar is lain horizontally 8 x 1 = ?8. The product is also represented by an 8 bar (lain vertically below the first) The child writes 8 x 1 = 8.

Now take 8 two times. The two 8 bars are lain horizontally 8 x 2 = ?16. A ten bar and a six bar to represent the product are lain vertically, thus making a double row, The child writes the equation in his notebook. This continues until 8 x 10 = 80. Observe the geometric figures which have been formed with the 8 bars: 8×1 is a line; 8×2 is a rectangle; and so on; 8×8 represents a square, etc.

NOTE: Notice the rectangles that come before the square have a base longer than the height. The rectangles that come after the square have a base which is shorter than the height. 8×8 produced a square, which is when the number was multiplied by itself.

Afterward the child does the other tables.

**BEAD BAR MULTIPLICATION
**

Adjunct:

__Multiplication by Ten__

**Direct Aims**:

memorization of multiplication

independent realization of the fact stated previously: n x 10 = n0

**Materials**:

…same box of colored bead bars 1-10

…Chart I

…small white strips of paper

…black pen

**Presentation**:

The child is invited to take 10 bars of any color he wants. Lay them in a column, skip counting as you go. When he is finished and has found the total, lay out the corresponding number of 10 bars vertically in a row beneath the column (note the resulting rectangles should be congruent)

The number we took was 4 (place a label for 4 beneath the row of beads), 10 times. The result was 40. How do we write 40? The 4 will now indicate tens, and we put a zero for the units. (place a 0 label next to the 4 to make 40)

Repeat this with other numbers until the child realizes by himself that when you multiply a number by 10, the product will be the multiplicand with a zero tacked on in the units place.

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