# Introduction to multiplication- Japanese way

Activity Author

Lubna Naseem

Duration

45mins

Objective: Key Core Life Skill to be developed

Problem Solving

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

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