## Reflection: Connection to Prior Knowledge Multiplication As Repeated Addition - Section 4: Try It Yourself

Some of my students realized early on it was easier to solve problems by using their knowledge of doubles to add (MP2 - Reason abstractly and quantitatively).  They were using doubles, and then doubling the doubles.  3 + 3 = 6, 6 + 6 = 12, 12 + 12 = 24, etc.

Another group realized it was easier to use skip counting, especially with twos and fives.   One boy remembered a chant or song for skip counting by fours.

One team found it was easier to draw out a model which demonstrated equal groups and created their own visual model.  This group did include an ELL student so she was applying a strategy she knew would help her to be successful in math.

Because the students chose different ways for solving based on their prior knowledge, I would change how I taught this lesson in the future by using more modeling of repeated addition including number lines, focus on counting the groups of manipulatives, and include skip counting in the warm up.  This would keep the focus on skip counting for repeated addition to reach the total number.

Use Doubles
Connection to Prior Knowledge: Use Doubles

Unit 1: Multiplication
Lesson 3 of 6

## Big Idea: Multiplication as adding the same amount over and over and over.

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### Diane Siekmann

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