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In the example, 5 x 8, students create a rectangle 5 cubes wide by 8 cubes long, and they count the number of cubes in the rectangle to find the product. Multiplying two-digit numbers is slightly more complicated, but it can be learned fairly quickly. If both factors in the multiplication question are twodigit numbers, the flats, the rods, and the cubes might all be used. In the case of two-digit multiplication, the flats and the rods just quicken the procedure; the multiplication could be accomplished with just cubes. The procedure is the same as for one-digit multiplication - the student creates a rectangle using the two factors as the dimensions of the rectangle. Once they have built the rectangle, they count the number of units in the rectangle to find the product. Consider the multiplication, 54 x 25. The student needs to create a rectangle 54 cubes wide by 25 cubes long. Since that might take a while, the student can use a shortcut. A flat is simply 100 cubes, and a rod is simply 10 cubes, so the student builds the rectangle filling in the large areas with flats and rods. In its most efficient form, the rectangle for 54 x 25 is 5 flats and four rods in width (the rods are arranged vertically), and 2 flats and five rods in length (with the rods arranged horizontally). The rectangle is filled in with flats, rods, and cubes. In the whole rectangle, there are 10 flats, 33 rods, and 20 cubes. Using the values for each base ten block, there is a total of (10 x 100) + (33 x 10) + (20 x 1) = 1350 cubes in the rectangle. Students can count each type of base ten block separately and add them up. To divide by grouping, first represent the dividend (the number you are dividing) with base ten blocks. Arrange the base ten blocks into groups the size of the divisor. Count the number of groups to find the quotient. For example, 348 divided by 58 is represented by 3 flats, 4 rods, and 8 cubes. To arrange 348 into groups of 58, trade the flats for rods, and some of the rods for cubes. The result is six piles of 58, so the quotient is six. Dividing by distributing is the old "one for you and one for me" trick. Distribute the dividend into the same number of piles as the divisor. At the end, count how many piles are left. Students will probably pick up the analogy of sharing quite easily - i.e. We need to give everyone an equal number of base ten blocks. To illustrate, consider 192 divided by 8. Students represent 192 with one flat, 9 rods and 2 cubes. They can distribute the rods into eight groups easily, but the flat has to be traded for rods, and some rods for cubes to accomplish the distribution. In the end, they should find that there are 24 units in each pile, so the quotient is 24. Read More Abot :- Linear Pairs of Angles
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