By Liz Voorhees
Mom is throwing a Christmas party and I get to set the table! I
must put one of each glass with each plate. I’m learning about
multiplication in class…let me show you what I know!
One place setting requires 3 dishes. 3 X 1 = 3
There are 3 dishes for per place setting!
For 2 people there are 2 place settings with 3 dishes each.
There are 6 dishes on the table for 2 place settings!
For 3 place settings how many dishes do I put on the table?
Now I have 9 dishes on the table.
For four place settings I have 3 dishes per setting times four
settings. 3 X 4 = 12
Wow! The table is beginning to get crowded.
Now I have 5 settings and 3 dishes for each one. 5 X 3 = 15
There are now 15 dishes on the table…just like my birthday
Oh dear, the table is really crowded. We have no more room so I
hope Mom’s party is only 6 people! How many dishes have I set
now? 6 X 3 = 18…there are now 18 dishes on the table for the
So now I have shown
3 X 4 = 12
3 X 5 = 15
3 X 6 = 18
Well I must go to my
Christmas party and listen
to people compliment my
table setting skills!
• (2.4) Number, operation, and quantitative reasoning. The
student models multiplication and division. The student is
expected to: (A) model, create, and describe multiplication
situations in which equivalent sets of concrete objects are
• (2.12) Underlying processes and mathematical tools. The
student applies Grade 2 mathematics to solve problems
connected to everyday experiences and activities in and outside
of school. The student is expected to: (A) identify the
mathematics in everyday situations; (B) solve problems with
guidance that incorporates the processes of understanding the