How are students initially taught to read multiplication problems in part B of Format 9.1: Single Digit Multiplication? Why does the text recommend teaching students to read multiplication problems this way in the beginning stage? When are students
taught to read multiplication problems in the conventional way?
What will be an ideal response?
Students begin with the multiplication sign, saying “count by” and then the first numeral. For example, 5 x 3 is read “count by 5 three times.” By reading the statement this way, students know exactly what to do to derive the answer. “Count by 5 three times” tells them to extend three fingers for the number of times they skip-count and then skip-count by fives. After several weeks, students are taught to read problems in the conventional manner.
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