$multiplication chart for 2$

Let students practice coming up with their own related facts to get fluent. For example, if 6 x 2 = 12, a related fact is 12 ÷2 = 6. Related facts and family facts are great tools for solving multiplication and division problems. It can also mean the number of groups when 12 objects are partitioned into groups of 4. 12 ÷ 4 can mean the number of objects in each group when 12 objects are partitioned into 4 equal groups. Here, we revisit the two related concepts of division, e.g. Interpret Whole-Number Quotients of Whole Numbers Many 2 nd grade students may already know the answer to 7×2, and may not understand why we need to break up the numbers using the distributive property, but it is important that we set the stage to prepare for bigger numbers later on. For example, in the second example above, 7×2 can be arranged into “landmark” numbers we learned in ten frames, i.e. The dot paper representation is particularly useful in introducing the distributive property of multiplication. 2,4,6,… and then move on to using dot paper (dots in rows and columns to represent the total).įinally, we’ll introduce the distributive property for multiplication – express the final product as a sum or difference of two “easier” multiplication operations. Then to introduce each of the multiplication tables for 2, 5 and 10, we can start with skip counting, i.e. we should be able to interpret 4 x 2 as meaning “four groups of two”. Interpret Product of Whole Numbersīefore we formally introduce Multiplication tables for 2, 5 and 10, first make sure we know what multiplication means, i.e. In this blog post, we’ll talk about some of the more important concepts to focus on, extending what we’ve learned in the introduction lesson. Multiplication tables for 2, 5 and 10 are the first set of multiplication tables students learn in 2nd Grade because they follow easy-to-remember patterns and are therefore more “friendly” than other multiplication tables.

Multiplication chart for 2