Name: Emily Greenberg

Student number: 26005123

Subject: EDF1162 Subject knowledge for teaching: Number and algebra
Tutor: Karina Wilkie
Tutorial date/time: Wednesday 3pm
Assessment task: Assignment 2 Project Report

Section A - Introduction:
Multiplication essentially relates to the grouping of composite wholes, or a collection of items
(Killion, & Steffe, 1989). Generally speaking, teachers will introduce concepts of
multiplication after students have transitioned on from addition and subtraction (Bansilal,
2013). According to the Australian Curriculum and AusVELS, students are introduced to
concepts of multiplication from grade two where they are expected to recognise and
represent multiplication as repeated addition, groups and arrays. These multiplication
concepts extend all the way throughout primary school. At a grade six level, students are
expected to select and apply efficient mental and written strategies to solve problems
involving [multiplication] (Australian Curriculum, 2014; AusVELS, 2014a).
When students begin learning concepts of multiplication, they will come to realise that
multiplication is simply repeated addition, and therefore, they will be encouraged to
incorporate their prior knowledge about addition in order to formulate answers. For example,
3 x 3 is essentially 3 + 3 + 3 (Campbell, Rowan, & Suarez, 1998; Van de Walle, Karp, & BayWilliams, 2014).
Progressing on, students are encouraged to group individual items. For example,
understanding that 7 x 2, is indicative of seven objects within two groups. This is a more
difficult concept to grasp and takes much more time to teach (Wilkie, 2015). One of the most
common misconceptions amongst students learning multiplication is this idea of
understanding groups of items as single entities while also understanding that a group
contains a given number of objects (Van de Walle, et al., 2014). For example, if three pens
were placed on a table and a teacher asked a student to explain how many groups there are, a
struggling student might only perceive three ones, or three individuals, as opposed to one
group of three. This information would highlight to a teacher that the child tends to recognise
the three pens as individual entities, rather than one composite whole. Teachers should then
aim to encourage the student to practice counting more than one composite whole consisting
of three items in order to assist in the conceptualisation of grouping (Bobis, 2007; Killion, et
al., 1989).
Once students display an understanding of the concrete concepts of multiplication, they will
begin to develop more natural, high-order conceptual ways of thinking through mental images
and simulations suited to them and this will assist them in formulating responses. For
example, students may use sets, arrays, or number lines, either mentally or physically to assist
them in their strategy development (Campbell, et al., 1998). All three of these techniques will
assist students in understanding commutativity. As a key principle of multiplication (as well
as addition), commutativity states that if a x b = c then b x a = c (Squire, Davies, Bryant,
2004). Through understanding commutativity, students can reduce the number of
multiplicative combinations they need to learn (Baroody, 1999; Trivett, 1980).

The final stage of understanding multiplication is linked with abstract thinking. This is where
principles such as The Distributive Law, become important. This principle states that by
multiplying a number by a group of numbers added together, an individual will produce the
same answer as carrying out each multiplication step separately. For example, 7 x (2 + 5) = 7
x 2 + 7 x 5. The Distributive Law is very effective when using area models to formulate
answers (Wilkie, 2015).
The following report will focus on a multiplication-related task, which is linked with a
number of solutions. The task will be discussed in detail, reveal how it can strengthen the four
proficiency strands as provided by the Australian Curriculum, and analyse how it can be
modified to address students with particular learning requirements. To conclude the report, an
evaluation section will be included to highlight what I have learnt about the mathematical
concepts related to multiplication as well as what I have learnt about myself as a learner and
future educator.
Description about high quality, challenging problem:
I have decided to make my challenging problem suited to a grade five standard. I have chosen
a worded equation in order to encourage students to use logic and creativity as well as build
on their higher-order conceptual thinking. Worded problems also encourage students to firstly
understand and relate to the question, devise a solution strategy, follow through with the
strategy and finally double check the answers (Powell, 2011). The worded problem is as
follows:
A bacterium reproduces at a rate of 67 per second. How many bacteria will be made in 2
hours? Explain your answer.
I found this worded equation from the following website:
http://www.primaryresources.co.uk/maths/pdfs/reallifex.pdf
I believe that this word equation is a great one as it addresses all four of the Australian
Curriculums proficiency strands understanding, fluency, problem solving and reasoning
(Australian Curriculum, 2014b). This task requires students to build on their prior knowledge
and understanding of numbers. It allows them to make connections between similar concepts
for instance, how many seconds in a minute and therefore, how many seconds in an hour?
which will essentially help them to build on their understanding of multiplication related
concepts.
Due to the fact that the question I have chosen is a multi-faceted one, students have the
opportunity to practice their multiplication skills many times throughout solving the equation
before they reach the final answer, thus improving fluency. For example, students first need to
work out how many seconds in a minute and then how many minutes in an hour. They then
multiply these together to determine how many seconds in an hour. Next, they multiply that

number by the rate, which will result in how many bacteria will be produced after one hour.
They then need to multiply this number by two to reach the final and correct answer.
Since this equation has several solutions, which will be addressed in the following paragraph,
students are extending their problem solving skills through the choices they make, the models
they use, and the methods they follow in order to solve the problem effectively and
efficiently.
Finally, the question poses a range of questions and unlocks many areas of thinking for
reasoning. For example students will need to ask themselves a range of questions such as:
How many seconds in an hour? and How many bacteria is created in one single hour
before they can solve the equation (Australian Curriculum, 2014b).
Solution 1 - Please refer to Appendix 1:
**Note: this is the only solution that has incorporated full sentences referring to the question.
Traditional algorithms require more developed thought processes and are the most
common way to perform a multiplication task. Above are two possible ways to solve the
problems using traditional algorithms.
Lets use 7,200 x 67 as our example. The first method takes the seven from 67 and
multiples this by 0. Next, it multiplies against the following 0. Then the seven is
multiplied by the 200 to give 1,400. Finally, the seven is multiplied by 7,000 to give
49,000. Following on, we then take the 60 from 67 and we multiply this by both zeros
we get zero as an answer each time. Then we multiply 60 by 200 which gives 12,000.
And finally, we multiply 60 by 7,000 which gives 42,000. When added together, the
sum of these numbers equals the total, 482,400.
The second method takes the seven from 67 and multiplies it by all of the individual
digits from 7,200. So to begin, seven multiplied by zero, gives zero. This occurs twice.
Then seven multiplied by two gives 14 where the four is written down and the one is
carried to above the seven from 7,200. Next, seven is multiplied by seven to give 49 and
the one that was previously carried over is added on to make 50. Then to complete part
two, the seven is crossed out and a zero is put down on a second line. Next, six is
multiplied by both zeros to give zero. Following on, six is then multiplied by two to
give 12 and then two is written down and the one is carried over and placed above the
seven from 7,200. Finally, the six is multiplied by the seven to give 42 and the one is
added on to give 43 and this number is written down. The last step to complete before
the answer is found is to add the two rows together and this will give the final answer of
482,400. (Campbell et al., 1998; Wilkie, 2015).

Solution 2 Refer to Appendix 2:

**Note: The area models are not to scale.
Through the use of an area model, students can actually see how the distributive property
actually works in multiplication. Making maths visual is an important and very effective
pedagogical technique, particularly when teaching class of more visually inclined learners.
Area models are useful for children trying to develop their abstract thinking and conceptual
thought processes (Anonymous, 2010).

Solution 3 Refer to Appendix 3:

The lattice method of multiplication follows the idea that for each partial product, the tens
digit is written in the upper-left corner and the units digit is written in the lower right corner.
Next, partial products are added up along each diagonal running from upper right to lower
left, beginning in the lower right diagonal. If the sum of a diagonal is a two-digit number, as
seen in the examples for this solution, the tens digit is carried on to the following diagonal
(Moldavan, 2001).
Solution 4 Refer to Appendix 4:
Factor trees are used to make long multiplication questions, shorter and easier. They
simplify each number being multiplied into their smallest form, of which they can no longer
be simplified further. These factors are then all multiplied together to give the answer (Van
de Walle, et al., 2014).

Solution 5 Refer to Appendix 5:

This method involves breaking large numbers apart into partial products. For example,
7,200 can be broken down into 7,000 and 200. Moreover, 67 can be broken down into 60
and 7. The first partial product of the first number is multiplied by the first partial product of
the second number. Next, the first partial product of the first number is multiplied by the
second partial product of the second number. Following on, the second partial product of the
first number is multiplied by the first partial product of the second number. And finally, the
second partial product of the first number is multiplied by the second partial product of the
second number.
The final step is to add together the sum of all of the partial products (Van de Walle, et al.,
2014).

Solution 6 Refer to Appendix 6:

Using MAB, just like when using an area model, assists students in the ability to perceive
how multiplication actually occurs. It is once again, highly useful and effective for visual
and more hands on learners. Incorporating MAB into the classroom is a fun way to increase
levels of participation also, whilst enhancing and encouraging creativity and problem
solving and expanding thought processes.
Please note: I did not have access to real MAB blocks, hence my drawings are free hand and
not to scale. Also, due to the fact that the question I have chosen involves large numbers,
such as 7,200, I could not draw this entirely out on paper. This is an example of how MAB
may become ineffective - if the numbers being used are too large (Wilkie, 2015).

Modifying the task for students at different levels of comprehension:

I have come to learn that a crucial element of teaching is preparation. In most classrooms
today, due to the large amount of student diversity, there is often a child, or a group of
children who complete the activity early and suffer from boredom for the remainder of the
lesson, or, in contrast, a child or children who struggle and fail to understand the simpler tasks
(Van de Walle, Karp, & Bay-Williams, 2014).
The reason that I chose this question is because it can be so easily adapted. For example, if
students are struggling, the question can be broken down into smaller more achievable tasks.
The first goal that can be set is to initially find out how many seconds in a single minute.
Then, how many minutes in an hour. And finally, how many bacteria can be produced in one
single hour, as opposed to two.
The question can also be extended on. Extension tasks are often quite challenging and really
push the child to determine how capable they are in a particular topic. For this multiplication
topic, I have chosen an extension task in the form of a question that extends on from the
original:
Draw a timeline of how many bacteria will be produced within the next five years. Mark
your pencil every year as an interval. Note: there are no leap years.
The student already knows how many bacteria will be produced in two hours. Next, the
student will need to work out how many bacteria will be produced in 24 hours, which is
equivalent to one day. Following on from this, students will need to work out how many days
there are in a single year and essentially multiply 24 by 365. This will give an answer to how
many bacteria will be produced in one year. They then can multiply this number by two,

three, four and five to see the amount of bacteria being produced over a course of five years.
The time line can then be filled out.
Please refer to appendices 7-9 to see solutions, (using three different methods) to the
extension task.
Section B - Evaluation:
In summary, I have discovered many new strategies in response to solving multiplication
related problems in mathematics. I will adopt these strategies as a pre-service teacher in the
hopes of one day having the opportunity to share them with my own class.
When I was in primary school, I can only ever remember learning one of the traditional
algorithms, of which I had forgotten how to implicate once I no longer needed to rely on it.
This limited me to having only one way of completing multiplication questions and was not
accommodating for the diverse range of students within my class, who, quite frankly, were all
learning in different ways. I was fortunate enough to grasp the algorithm method quite
quickly and with ease, however, I remember other students within the class were not as lucky.
It took a lot of time and effort for these students to finally understand the traditional algorithm
concept. To be forced to follow a method of which a particular student does not comprehend
is embarrassing, daunting and off-putting for that student. It leads to negative experiences in
mathematics, and these negative experiences can be difficult habits to grow out of. The
teachers at my school couldnt even offer an alternative method or strategy, which, in
reflection, is appalling. They continued to teach the same method, day in and day out, until it
finally clicked for the majority of us. The rest of the class were left to slip through the cracks.
Primary school children should be exposed to a range of different teaching strategies in all of
their classes, particularly in a world where diversity is such a focal point. In exposing children
to a variety of multiplication strategies, the student develops a more in-depth understanding
about the multiplication area of mathematics and should hopefully remember these strategies
throughout the remainder of their schooling career and well into adulthood. A childs decision
making is also strengthened when a range of different teaching methods and approaches are
revealed to them. Students, as young as grade 2s need to determine which method they like
the most or dislike the most in order to choose which strategy/ies they will choose to depend
on when faced with multiplication-related problems. This means that students can trial all
strategies and essentially develop a like or dislike towards different approaches. In doing so,
the student will be analysing different strategies and techniques without even realising it
(Bobis, 2007). If they are more visually inclined learners, they will tend to focus on the area
model or the use of MAB blocks to determine an answer. If they are more conceptual, abstract
thinkers, they will tend to follow the traditional algorithms, the lattice method or the breaking
apart method (Van de Walle, et al., 2014). Moreover, if children have the ability to choose

their preferred method of use, mathematics and multiplication more specifically, becomes a
much more enjoyable activity for students. Ultimately, at the end of the day, teachers want
their students to be able to learn in a comfortable, fun and engaging environment. As a future
educator I will aim to be open to learning as many mathematical strategies as possible and to
pass these on to my students to provide them with this particular learning atmosphere, and to
essentially build their confidence across a large scope of mathematical topics in order to
provide them with as many opportunities as possible to succeed.

Appendix 1:

Appendix 2:

Appendix 3:

Appendix 4:

Appendix 4 (continued)

Appendix 5:

Appendix 6:

Appendix 7:

Appendix 8:

Appendix 9:

References:

Anonymous. (2010). Middle school math: Flexibility plus visualization equals success.
American Teacher, 94(5), 4.
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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014b). Overview:
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http://www.australiancurriculum.edu.au/mathematics/content-structure
AusVELS, Victorian Curriculum and Assessment Authority. (2014). Mathematics Scope and
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http://www.vcaa.vic.edu.au/Documents/auscurric/Maths_scope_and_sequence_AusVELS.pdf

Bansilal, S. (2013). Lizzy's struggles with attaining fluency in multiplication

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Squire, S., Davies, C., & Bryant, P. (2004). Does the cue help? children's understanding of
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Retrieved from http://moodle.vle.monash.edu/course/view.php?id=23377