Introduction to multiplication- Japanese way
Activity Author
Lubna Naseem
Duration
45mins
Objective: Key Core Life Skill to be developed
Array
Objective: Key Learning Domains to be developed
Remember, Understand, Application
Implemented this in classroom
Objectives to be achieved
1. Learn to multiply two digit numbers using a new technique2. Understand that there can be more than one way to solve a problem
Underlying Concept behind this activity
Children learn that there are more than one way to solve a problem,.This method can help them check their calculations for bigger numbers where traditional method is very time consuming.
Resources required for conducting the activity
colored pens, chalks, paper and blackboard
Class Activity Details
Japanese Method of Multiplication:
Example used : Multiply 32 x 21
Step 1 : Draw horizontal lines with respective to the numbers 3, 2 from 32
Step 2 : Draw vertical lines with respective to the numbers 2,1 from 21
Step 3 : Mark the intersections by the two lines, both horizontal and vertical lines called Nodes
Step 4 : Circle each intersection and write the number of nodes by the side (see image below )
Step 5 : The respective numbers from left to right is the answer.
Step 6: If there are two digits as seen below (23 and 41), keep the unit digit as such and carry over the tenth digit to the next intersection ( as seen for 14, where one carry overs the tenth digit). Add them together (see image again 1 is added to 8 ) to get the final answer
Practice worksheets
Reference link:
https://tapintoteenminds.com/japanese-multiplication/ (This source gives you the concept of place values behind Japanese Multiplication)
Uploaded File
Download File
Brainstorming questions asked in class
Why do I always see the lines in the Japanese multiplication method on a diagonal or lines intersecting? (Hint: Place values)
Evaluation parameters to assess the understanding of the students
Accurate, Clearly explained, Complete, Knowledgeable, Methodical, Precise
Impromptu changes made if any during activity, reasons
Any suggestions for other teachers while implementing this activity in classroom.
This method should be explained to students as an alternative method used for multiplying so that students can grasp the concept of Multiplication
