The Montessori Bead Boards for Multiplication and Division enable children to memorize the facts in a visual kinesthetic way that supports memory recall. The “why” behind the mathematical process of multiplying and dividing becomes transparent and ingrained in a child’s mind through repeated work. They are two of my Top Ten math materials for home and school!
Children introduced to the concept of multiplication and division using the Bead Boards deeply understand the process and apply it to math operations with other materials like The Stamp Game, The Bead Frames, The Multiplication Checkerboard, and The Racks and Tubes Long Division material.
Patterns and connections between multiplication and division reveal themselves as the child works with both boards.
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The Multiplication Bead Board for Memorization
The Multiplication Bead Board is used to learn multiplication facts. The board allows up to 100 beads (10×10) to be placed in arrays that represent products of different factors, assisting children in memorizing the facts and visualizing multiplication.
A small slot on the left side of the board allows a numeral card (1-10) to slide in as the multiplicand (the number to be taken a set number of times). The numerals 1-10 are written at the top and represent the multiplier (how many times to make the set number), which is marked with a red disc.
The Multiplication Bead Board allows a child to find products of multiplication facts and concretely demonstrates the concept of multiplication as the child lays out a set number of beads a set number of times. Very young children can understand and visualize multiplication in this way.
To practice the multiplication facts a child will use a prepared equation slip, a multiplication table booklet/practice page, or flashcard(s). For example, the child chooses an equation strip with 4×7 written on it.
- He slides the numeral card 4 into the slot to represent the multiplicand. Four will be the number of beads in each set.
- He will place the red disc above the numeral 7 at the top of the board to represent the multiplier. He will make 7 sets of four.
- To begin, he moves the red disc and places it above the one and counts out 4 beads into the holes under the numeral one. 4×1=4
- Next, he moves the red disc above the two and counts out 4 beads under the numeral two. 4×2=8
- Continuing, he moves the red disc above each numeral laying out 4 beads until he reaches the numeral 7 and he has laid out 7 sets of 4. 4×7=28.
- He sees before him a rectangle array of 28 beads, 7 sets of 4 beads each. He records this on paper or in a math notebook.
The child can work through all the 4x tables or, conversely, the child could next lay out 4 sets of 7 beads each (7×4) and discover that he still has 28 beads demonstrating the associative property of multiplication.
The Division Bead Board for Memorization
The Division Bead Board is used to memorize division facts. The board allows for up to 81 beads to be shared among a divisor of 1-9 (81÷9) represented by green, wooden pegs called “skittles” placed at the top of the board.
The process is a distributive division resulting in a quotient based on the share of what each skittle receives. It assists children in both memorization and visualization of division. It is not uncommon for children to use the Multiplication and Division Bead Boards and discover the relationship between them.
The Division Bead Board allows a child to practice division facts and concretely demonstrates the concept of division as a child physically shares an equal amount with a specified group. Very young children can understand and visualize division in this way.
To practice division facts the child will choose an equation slip, a division tables booklet/paper, or a flashcard. For example, the child chooses 12÷3.
- She counts out 12 green beads to represent the dividend (the amount to be shared)
- Next, she puts four “skittles” along the top of the board to represent the divisor.
- Finally, she shares a bead with each skittle making sure each one has the same amount until all the beads have been shared equally.
- The answer called the quotient, is the number of beads that one skittle has. In this equation, each skittle has four beads, so the quotient is four. 12÷3=4