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.