Ages 7-11

Using MathSticks is an easy way to learn multiplication and division. These activities will establish the principles of multiplication and division up to 12 by letting your children see the relationships between numbers. The principles learned with MathSticks can then be transferred over to paper. Use our word problem activities to test your children for understanding and practice with real life math applications. Each activity can be completed with your child in 8-10 minutes.

#1 Measuring#2 Multiplication#3 Multiplication#4 Division#5 Division with remainder#6 Word Problem Model

#1 Measuring

Place the longest stick on the line either under or over the number line to determine the value of the stick. The example photo shows 12 units or 12 inches. Practice measuring all the sticks.( At this point, children should be familiar with addition and subtraction. They can model as shown in the video to practice, or view photos shown in younger age groups).

Activity 1-3

#2 Multiplication

Place 12 one sticks under the number line. This is the model for the equation 12X1 =12. 12 is the number of times you see sticks, and 1 is the value of each stick.

Activity 2-3

#3 Multiplication

Place one 12stick under the number line to show 1(the number of times you see a stick) times 12 (the value of the stick) to model the equation 1X12= 12. As always, you can write the equation on paper.

Activity 3-3

#4 Division

Place the 8 stick under the number line. Place as many 2 sticks as can fit evenly under the 8 stick. Count how many 2 sticks fit to see that four, 2 sticks fit evenly. This is the model for the equation 8 divided by (/) 2 = 4. 8/2=4

Activity 4-3

#5 Division with remainder

Place the 9stick on the line (measure first to make sure it is 9 units or inches). Place two 4sticks under the number line. Three 4sticks would stick out. Only two 4sticks can fit in. There is a remaining space, which could fit the 1stick. This models the equation
9-4=2 R1 (R stands for Remainder) Place sticks on each line skip counting by twos, starting with the one stick. What number stick will be last to fit on the board?

Activity 5-3

#6 Word Problem Model

Layne has 8 new pencils. Scott has 6 new pencils. How many more pencils does Layne have than Scott? This can be modeled in two ways: Place eight one sticks (representing Layne’s pencils) under the number line. Take 6 one sticks away (these represent Scott’s pencils) to see that there are two left. 8-6=2. A better way is to show the difference in the amounts of pencils. Place the 8stick under the number line. Place the 6stick under the eight. Find the stick that is the difference between the two amounts of pencils. The two stick fits the difference to show that 8-6=2. Layne has two more pencils than Scott.

Activity 6-3