An introduction to algebraic multiplication and division Working in pairs discuss the following problem What is the area of the following rectangle? 4a 3a How do you explain your answer? How would you explain it in detail for someone who was absolutely clueless? It is probably best done by bringing together suggestions and ideas. Ensure that they understand the approach involving twelve squares each of area a2. This can be followed up by the following two questions What are the volumes of the following two boxes? 5c Box P 3a Box Q 3b 2a 4a 2a After multiplication ideas have been covered, issue multiplication cards sets A and B together with their answers and get the girls working on matching them up. Whilst ten answers are provided, not all of the original sums are complete. A similar procedure is adopted for division, with girls working in pairs and trying to formulate a methodology. The teacher may wish to start with asking pupils to discuss how they did division of ordinary fractions. Otherwise, it may be straight in at the deep end and simply presenting problems like the four below and asking for discussion on how to tackle them. For example 1. 8r ÷ 2r 2. 3r ÷ 6 7 3. 10r ÷ 5r 7 4. 2r ÷ 3r 5 10 Once division ideas have been discussed, issue division cards set C together with their answers. As with the multiplication cards, ten answers are provided but there are not ten complete original sums.