Multiply vs. Times: How To Use Proper Multiplication Vocabulary

Math vocabulary can exist tricky, total of words that students have never heard earlier or words that take alternate meanings in math than they do in daily life. (I'm looking at you "mean.") Choosing our words carefully tin can have a big bear on on pupil agreement, especially when it comes to multiplication. Make this small change to your multiplication vocabulary today, so students can meliorate visualize and embrace this important concept.

The give-and-take "times" doesn't mean anything to students.

Often a pupil volition say the multiplication symbol ways "times." But when pushed further, they can only define it every bit a synonym for multiplication. (An informal canvass of friends at dinner revealed the same level of awareness.)

"Times" is i of those words we employ without thinking. Withal, it'due south imprecise and doesn't further our students' understanding of multiplication.

Instead, say "groups of"

A small-scale tweak in the language here will make a big difference in building student conceptualization. Without formal education, children know what information technology means to accept a certain number of groups of something. Even very immature students organize toys into pairs or understand when snacks are evenly distributed, or non.

"Times" gives them nothing to hang onto, simply thinking about groups does. Students may not be able to readily visualize "six times 10," merely "6 groups of x" is like shooting fish in a barrel to imagine and fifty-fifty draw.

Ane grouping more and one grouping less

When you say "groups of," then comparisons between multiplication problems are made plain.

Instead of vi×10 and 7×10 appearing to exist two completely separate facts, students can hear the relationship between the two facts right at that place in the language. What is the departure between six groups of x and vii groups of ten? It'due south a natural leap to start thinking nigh ane grouping more or ane grouping less.

Does this look familiar?

twenty×xv=300

21×15=301

When you inquire students to compare 20×15 and 21×xv, the mutual mistake is that they say the product is merely one more.

Instead, encourage students to talk through both problems aloud, replacing the multiplication symbol with "groups of" and they tin can hear the difference between the two products right abroad. "21 groups of 15" is one group of 15 more.

Don't underestimate the ability of language

What we say has a big touch, specially as educators. When we give students multiplication vocabulary they immediately understand, they tin brainstorm to reason and brand leaps for themselves.

How do you lot talk about multiplication in the classroom? What tricks do you utilize? Come share in our WeAreTeachers HELPLINE group on Facebook.

Plus, fun ways to teach multiplication.

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Source: https://www.weareteachers.com/multiplication-vocabulary-mistakes/

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