Is there a better way to teach multiplication as repeated addition than by using Cuisenaire Rods? If you have access to them, they’re great for both multiplication and division, especially when used with a centimeter ruler as a number line.
For teachers who don’t have Cuisenaire Rods, there is an alternative way of doing the same thing on a number line: by coloring segments of each multiple with alternating colors.
These activities begin by using Cuisenaire Rods or a colored number line to correlate addition and multiplication equations. The number lines are precise and sized for easy counting and coloring; the number lines for 7, 8, and 9 are on legal paper.
We also use Cuisenaire Rods to make arrays, and then move the pieces to a number line to establish the connection between an array (rectangular) model of multiplication with the repeated addition (linear) model.
Then there are 7 pages of practice with both straightforward multiplication equations
( 4 × 9 = ___ ), and missing factor/divisor/dividend equations (4 × ____ = 36 ). Students may use Cuisenaire Rods or the number lines to work out these equations as the teacher wishes.
Common Core Standards:
2.OA.3: “…write an equation to express the total as a sum of equal addends.”
3.OA.1: “Interpret products of whole numbers…as the total number of objects in 5 groups of 7 objects each….”
3.OA.4: “Determine the unknown whole number in a multiplication or division equation relating three whole numbers.”
Subjects: Math, Multiplication, Basic Operations
Level: Grades 2-3
Length/Duration: 19 pages of student work, several days
Answer Key: Included