Hey there! Today, we’re going to learn about multiplication, and it’s going to be super fun and easy. Let’s start by talking about something called skip counting. Skip counting is like jumping over numbers to count faster. We can use a hundred chart to help us with this. It’s a great way to count big groups of things quickly and can help us solve multiplication problems too!
When we skip count by twos, we jump over every other number. So, it goes like this: 2, 4, 6, 8, 10, and so on. Notice how the numbers in the ones place repeat: 2, 4, 6, 8, 0.
Now, let’s try skip counting by fives. It goes like this: 5, 10, 15, 20, and so on. Here, the ones place repeats: 5, 0. Can you try skip counting by threes and fours? You can use a chart or try it in your head!
Multiplication is a way to find out how many things we have in total when we have equal groups of objects. The numbers we use in multiplication are called factors. The first factor tells us how many groups we have, and the second factor tells us how many objects are in each group.
For example, if we have four groups of triangles and each group has three triangles, we multiply 4 (groups) by 3 (triangles in each group) to find the total number of triangles. The answer is called the product. So, 4 times 3 equals 12. There are 12 triangles in all!
Here’s something cool: when you multiply any number by zero, the answer is always zero. For example, 4 times 0 equals 0. And when you multiply any number by one, the answer is always that number. So, 8 times 1 equals 8.
We can use skip counting to help us solve multiplication problems. Let’s say we have four groups of two balls. We can skip count by twos: 2, 4, 6, 8. So, 4 times 2 equals 8. The first number tells us how many groups, and the second number tells us how many in each group. The answer is the product: 8.
Remember the triangles? We had four groups of three triangles. Skip count by threes: 3, 6, 9, 12. So, 4 times 3 equals 12.
Multiplication is like adding the same number over and over. If we have five groups of three presents, we can add 3 five times: 3 + 3 + 3 + 3 + 3 = 15. So, 5 times 3 equals 15.
Now, let’s look at two groups of five peppers. We add 5 + 5 = 10. So, 2 times 5 equals 10. Easy, right?
We can use multiplication to solve word problems too! Let’s follow three simple steps:
Read the problem carefully. For example, there are four boxes of crayons, and each box has six crayons. How many crayons are there in total?
Draw a picture to help you. Draw four boxes with six crayons in each. Now, write the multiplication equation: 4 times 6 equals 24. So, there are 24 crayons in all.
Make sure you used the correct number of boxes and crayons. Does your answer make sense? Yes, it does!
Let’s try another one. There are three plates, and each plate has two cookies. How many cookies are there in total?
Draw three plates with two cookies on each. So, 3 times 2 equals 6. Check your work: Did you use the right number of plates and cookies? Yes! So, there are 6 cookies in all.
And that’s how you can have fun with multiplication! Keep practicing, and you’ll be a multiplication master in no time!
Skip Counting Scavenger Hunt: Go on a scavenger hunt around your house or classroom to find objects you can count by twos, fives, or tens. For example, you might find pairs of socks, groups of five pencils, or stacks of ten books. Count them using skip counting and write down how many you find in total. Can you find something to count by threes or fours?
Build Your Own Multiplication Story: Use toys or small objects like blocks or buttons to create a multiplication story. For example, use toy cars to make groups and tell a story about how many cars there are in total. Write down the multiplication equation that matches your story. Share your story with a friend or family member and see if they can solve it too!
Multiplication Art: Create a piece of art using multiplication! Draw or use stickers to make equal groups of objects. For example, draw four groups of three stars. Count the total number of stars using multiplication and write the equation on your artwork. Display your art to show how multiplication can be both fun and creative!
Here’s a sanitized version of the provided YouTube transcript:
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[Music]
**Multiplication**
Before beginning multiplication, let’s review skip counting. This is a hundred chart we can use for skip counting. Skip counting helps us to count larger groups of objects more quickly and can also assist us in solving multiplication problems.
If we were to skip count by twos, we would skip over every other number. You can see the pattern of every other number being counted. You can also see a pattern in the ones column repeating: two, four, six, eight, and zero.
Here we are skip counting by fives. You can see the pattern of every fifth number being counted. You can also see a pattern in the ones column repeating: five and zero. Try skip counting by threes and then by fours. Did you need to use a chart, or can you do it mentally?
Multiplication is taking equal groups of objects and finding the total number of objects in all of the groups combined. Factors are the numbers in a multiplication problem. The first factor in the equation, which is another word for multiplication sentence, represents the number of groups in the problem. We have four groups of triangles. The second factor, three, represents the number of objects in each group. We have three triangles in each group.
The product is the answer to a multiplication problem. There are 12 triangles in all. Key words to look for are: multiply, by, times, multiplication sentence or equation, and in all.
When we multiply any number by zero, the product is always zero. Four groups of zero equals zero, so four times zero equals zero. When we multiply any number by one, the product is always that number. Eight groups of one equals eight, so eight times one is eight. One group of eight also equals eight, so one times eight is equal to eight.
**Multiplication by Skip Counting**
As I said before, we can use skip counting to help us solve multiplication problems. Here we have four equal groups of two balls. We can skip count by twos to see how many balls there are in all. We skip counted four times by two and got eight, so we write the multiplication equation: four times two equals eight. The first factor in the equation is how many groups there are, and the second factor is the number of objects in each group. The answer of the equation is the product: eight.
Take a look at our triangles from the first problem. There are four equal groups of three triangles. Skip count by threes to see how many triangles there are in all: three, six, nine, twelve. Four times three equals twelve.
**Multiplication by Repeated Addition**
When we multiply, we are using repeated addition. Here we have five equal groups of three presents in each group. To find how many in all, we can add three five times. The addition sentence looks like this: three plus three plus three plus three plus three equals fifteen. Five groups of three equal fifteen. The multiplication sentence looks like this: five times three equals fifteen, so the product of five and three is fifteen.
Here we have two equal groups of five peppers. The addition sentence looks like this: five plus five equals ten. Two groups of five equal ten. The multiplication sentence looks like this: two times five equals ten. The product is ten.
Now, this group does not represent a multiplication problem because the groups are not equal.
**Multiplication Word Problems**
We can solve word problems by using multiplication. Just follow the same three steps as we did for the addition and subtraction word problems.
**Step 1:** Read and understand the problem. There are four boxes of crayons, and there are six crayons in each box. How many crayons are there in all?
**Step 2:** Plan and solve the problem. First, draw a picture to help you solve the problem. I drew four boxes with six crayons in each. Now you can write the equation: four times six equals twenty-four. The number of groups, which is four, times the number of objects in each group, which is six, equals twenty-four in all.
**Step 3:** Look back and check your answer. Did you use the correct number of boxes? Did you use the correct number of crayons? Does your answer make sense? Did you find out how many crayons there were in all?
Let’s look at another one.
**Step 1:** There are three plates, and there are two cookies on each plate. How many cookies are there in all?
**Step 2:** I drew three plates with two cookies on each, so three times two equals six.
**Step 3:** Did I use the correct number of plates? Yes. Did I use the correct number of cookies? Yes. Did I find out how many cookies there are in all? Yes.
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This version removes any unnecessary repetitions and maintains clarity while preserving the educational content.
