# How do you make multiplication practical?

Discussion in 'Primary' started by ShyTea, Nov 10, 2011.

1. ### ShyTea

I really want to do a practical maths lesson involving multiplication, possibly money. I wondered if I should base it around the Christmas party but that might be taking it too far.

How do you make it practical?

Shoes

4. ### AnonymousNew commenter

Which year group? What do you hope to achieve?

5. ### shalteir

The original post is a bit vague. There are practical ways to develop the concept of multiplication, and practical ways to employ multiplication in solving problems. As the previous quote:

6. ### ShyTea

I teach Y5/6 all currently working at level 4 (or at least most are or being targeted for Level 4).

We are currently doing multiplication involving area but I am struggling fr a practical element involving money/decimals.

7. ### Lilybett

Erm, dunno how relevant this is or how old your class is but my Y5s on TP went bananas for Multiplication Tennis.
So I 'serve' you 2, you hit me back 5 and I hit back 10. You serve 3 and I hit back 8 and you hit back 24. Etc x

8. ### shalteir

Please could you clarify, "practical". May sound a dumb question. Depending on what you want, the answer might lead to different directions. Do you mean real life example?

9. ### MizUnderstoodNew commenter

The only thing I can think of for multiplication and money is simple KS1 style activities such as; a chocolate bar costs 50p, how much does it cost for 3? (although in KS1 the numbers might be easier and it would more than likely be repeated addition!)
However, I don't think this is what you are after as I'm not sure how much a Year 5 class would like to play shops!!

10. ### languageisheartosayOccasional commenter

Perhaps you could find some inspiration in the Good Gift catalogues comparing what your party guests x food costs with what it might feed in a struggling community? At least it gives an idea of the different purchasing power!

11. ### Lilybett

This is a lovely idea!

12. ### clear_airNew commenter

Planning a party has loads of multiplication and division in it - party bags, party food, sweeties, balloons - and I bet you Y5s would LOVE to play shops! (especially if it involves sweeties and parties!)

13. ### Lilybett

Or an Enterprise project? Not purely multiplication but so practical and engaging for them. Again, did this with TP Y5; they got a fiver (or was it a tenner?) per team had to buy all the materials (including using printer etc) from school, make a product and sell it to parents at Xmas productions x

14. ### clear_airNew commenter

You can also do ratio-type things with plates of biscuits...yum yum

15. ### shalteir

What exactly is the LO?

16. ### ShyTea

Thanks everyone. I am going to go along the line of money and shopping.

My LO will be based around this - use written methods for short multiplication and division by a single-digit integer of two-digit then three-digit then four-digit integers, then of numbers with decimals; then use long multiplication, at first for two-digit by two-digit integer calculations, then for three-digit by two-digit calculations; (taken from NC)

17. ### Lilybett

I think we teachers are pretty bloody spesh for making any fun out of such tedium!

18. ### AnonymousNew commenter

In one lesson????

19. ### ShyTea

Oh gosh no - not in one lesson. I was asked about the LO and said it was going to be based on the above, I meant I would take the LO from it. I am doing multiplication and division (calculations) over a 2 week period. Possibly longer if it is needed.

20. ### shalteir

I think it is one thing to teach with understanding multiplication and division, and another to apply multiplication and division in solving other problems. I don't think two weeks is a very long time, not sure of the age group, but I think this is (Y5?).
For one the practical might be a concrete way of making the operations understandable and memorable, the latter a situation more to use the maths learnt in different contexts. There once was a time when Diennes or other similar place value apparatus was universally employed prior to paper calculation, and that would be an example of practical activity.