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Assisting Basic Six Pupils of Presbyterian Women’s College of

Education Demonstration School, Aburi-Akuapem, To Discover
the Product of Two Multi-Digit Multiplicands Using the Lattice

Amoah Kingsley Joseph

Presbyterian Women’s College of Education, P. O. Box 19, Aburi-Akuapem, Ghana

Isaac Kwasi Adu

Department of Mathematics, Valley View University, Techiman Campus, P. O. Box 183 B/A – Ghana

Amoah Ruth
St. Josephs Anglican Basic School, P. O. Box 69, Akropong-Akuapem, Ghana

Osei-Boadu Yaw
Department of Mathematics, Valley View University, Techiman Campus, P. O. Box 183 B/A – Ghana
Abstract
An action research was performed with the aim of solving problems involving two multi-digit multiplicands
using the lattice to give pupils’ conceptual understanding of multiplication in basic six at the Presbyterian
Women’s College of Education Demonstration School. Twenty-five pupils out of fifty (50) were selected using
The simple random sampling technique from a combined class of Six ‘A’ and Six ‘B’ who have difficulties in
answering questions under multiplication involving two multi-digit numbers, after writing a teacher made test
(Pre-Test). The Pre- Test produced 16% pass mark as compared to the post-test which gave 88% pass mark after
the intervention. The discovery method of teaching was used in the intervention procedure to find the
multiplication of multi-digit numbers. Pupils were directed to use the lattice to perform activities which had the
potential of developing their conceptual understanding of the topic. The data collected indicated that some pupils
improved their understanding but some pupils needed more time to re-learn the subject. This research only
presents some practical solutions proposed within the time available.

Keywords: Action Research, Pre- Test, post-test, Multi-Digit Numbers

1. Introduction
It is commonly agreed that learning with understanding is more desirable than learning by rote. Understanding
is described in terms of the way information is represented and structured in the memory. A mathematical
idea or procedure or fact is understood if it is a part of an internal network, and the degree of understanding is
determined by the number and the strength of the connections between ideas. When a student learns a piece
of mathematical knowledge without making connections with items in his or her existing networks of
internal knowledge, he or she is learning without understanding (Onyebuchi, 2009).

Narh (2011) asserts that if the educational structure cannot give then pupils cannot have the requisite materials
and technical know-how needed to contribute their quota towards the development of Ghana. As such
Mathematics and the foundations of Mathematics is one of the central subjects within the list of foundation
subjects that form the core curriculum in the educational structures for basic and secondary education in most
countries throughout the world. The subject requires a high level of understanding which occupies a confidential
position in the school curriculum because an individual’s ability to cope with it improves one’s chances of basic
progression. This position was attained ever since it was made to replace classical language such as Latin or
Greek which was used as screening devices for entry to higher education levels and professions prior to the early
half of the twentieth century (Howson and Wilson, 1989) as cited in Mereku (2000) and Narh (2011).

The importance of mathematics can be seen from its application in our daily lives and its role in technology. No
other subject forms a strong binding force among various branches of science than mathematics and without it;
knowledge of science often remains superficial Moyer, (2001) as cited in Narh (2011). In addition to that, there
has been unimpressive performance in mathematics over the past years as evidenced in National Education

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Assessment and Trends in International Mathematics and Science Study (TIMSS) report. (Anamuah-Mensah,
Mereku and Ghartey-Ampiah, 2008). In other words, the effective use of the principles in mathematics, the
necessary concepts and skills cannot be acquired and applied by pupils if they do not have a good foundation in
mathematics.

A mathematics curriculum framework released by the US National Council of Teachers of Mathematics (NCTM,
2000) offers a research-based description of what is involved for students to learn mathematics with
understanding. The approach is based on “how learners learn, not on “how to teach”, and it should enable
mathematics teachers to see mathematics from the standpoint of the learner as he progresses through the various
stages of cognitive development. The focus in the present study is to try to find out what aspects of the process
of teaching and learning seem to be important in enabling students to grow, develop and achieve. The attention
here is on the learner and the nature of the learning process.

Mathematics is a symbolic language in which problem-situations and the solutions found are expressed. The
systems of mathematical symbols have a communicative function and an instrumental role. Mathematics is a
logically organized conceptual system. Once a mathematical object has been accepted as a part of this system, it
can also be considered as a textual reality and a component of the global structure. It may be handled as a whole
to create new mathematical objects, widening the range of mathematical tools at the same time, introducing new
restrictions in mathematical work and language.

Over the past few years, teaching multiplication largely meant helping children learn their times tables. Learning
multiplication was ALL about memorization and rote without any understanding. However, after years of pure
mathematics research, the focus is now on helping children to see a bigger picture of multiplication, like when
it's used, why it's more useful than counting, what the different real world applications are, etc. That's generally
the more difficult aspect of teaching multiplication (ie: ensuring that real world applications are discussed in
your multiplication lessons.

Multiplication is denoted by the cross symbol "×" is one of the basic mathematical operation of arithmetic, the
others being addition, subtraction and division. Multiplication is a binary operation that operates on a pair of
numbers to produce another number. Given a pair of numbers a and b called factors, multiplication assigns them
a value a × b = c, called their product.

The Primary School mathematics syllabus (CRDD, 2007) for instance, has some of its objectives as: socialize;
adjust to and handle number words; perform number operations; make use of appropriate strategies of
calculation; Recognize and use functions, formulae, equations and inequalities; use graphical representation of
equations and inequalities; identify /recognize the use of the arbitrary standards of measurements; identify solid
shapes in daily life; Manipulate learning materials to enhance understanding of concepts and skills and Collect,
analyze and interpret data and operations.

During the researcher’s interaction with basic six pupils of the PWCE demonstration school, it was clear that
pupils had difficulties in the multiplication of multi-digit numbers. This was evident in the outcome of the first
term examination for the 2007/2008 academic year. In addition to that, a diagnostic test the researchers
conducted for pupils (see appendix A) revealed that out of the thirty-five (35) pupils who took the test only ten
(10) answered all the questions correctly. This outcome showed that most of the students could not answer the
questions on the multiplication of multi-digit numbers, even though they made the attempt. This result confirmed
the researcher’s earlier findings.

It is based on these findings that the researchers has decided to use the guided discovery method to assist basic
six pupils of PWCE demonstration school to overcome difficulties in the multiplication of multi-digit numbers.
We anticipate that the outcome of this research will contribute greatly in informing teachers on adapting varying
teaching strategies in facilitating qualitative understanding, suggesting to teachers, pragmatic ways of developing
students’ attitudes towards the learning of mathematics at all levels.

2. Literature Review
2.1. Concepts

A concept is a mental image, generalization, of certain characteristics and aspects that make up an item. In other
words, Concepts are mental categories for objects, events, or ideas that have a common set of features”.

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Concepts are used to describe all examples of items under that category and separate them from non-examples.
Alessi and Trollop (2001) explained that an appropriate teaching design is to first teach relevant features by
stating a definition of the concept in terms of these features.

Concept learning encompasses learning how to differentiate and categorize things. It also involves recall of
instances, combination of new examples and sub-categorization. Concept formation is not related to simple
recall, it must be constructed.

Drah, Adu & Mereku (2014) cited that by using concepts, students are “freed from the control of specific stimuli
in the environment” thereby enabling them to learn by means of verbal instruction presented orally or as printed
matter. As such a formal definition of concepts helps us to form an image of the concept, but do not guarantee
the understanding of the concept. It happens that the moment learners have formed their concept images
or their subjective conceptions of mathematical concepts the definitions become unnecessary. Pupils have
an intent to interpret the mathematical concepts operationally as processes even if the concepts in
teaching of mathematics were introduced structurally, by using definitions (Sfard, 1989).

Practical knowledge refers to computational skills and knowledge of measures and actions for identifying
mathematical components, algorithms and definitions. Conceptual knowledge refers to knowledge of the
underlying structure of mathematics. This is knowledge rich in relationships which involves the
understanding of mathematical concepts, definitions and fact knowledge. In other words, practical and
conceptual knowledge are essential aspects of mathematical understanding. Mathematical understanding must
include teaching in both practical and conceptual knowledge.

2.2. The concept of multiplication

The concept of multiplication has been defined by great mathematicians, tutors and students a like as repeated
addition. This is evident in the mathematical operation 8 x 6 = 8 + 8 + 8 +8 +8 + 8. In effect, multiplication is
adding a number on a number of occasions hence bringing the idea of repeated addition.

Report on the assessment of the two hypotheses through an intervention method brought out the conclusion that
multiplication is based on two alternative hypotheses. The first hypotheses suggests that the concept of
multiplication is grounded on the understanding of repeated addition, whiles the second proposes that repeated
addition is only a calculation procedure and that the understanding of multiplication has its roots in the schema
of the correspondence These hypotheses have been offered to explain the origin of the concept of multiplication
in children’s reasoning. (Park & Nunes, 2001),.

Keith (2012) argues that multiplication as repeated addition does not work with all numbers. He explains that
with positive integers, it is perfect but not successful with negative integers. For example, 6 x -3 makes sense to
stretch -3 out 6 times, but the idea of -3 x 6 breaks down because it is not possible to stretch something out three
times much more to talk of -3 x -6. If one would stretch to the left on the number chart, there is a consistency.
But there is confusion within -3 x -6 in that how does one stretch -6 a total of -3 times?

In addition to that Keith explains that ‘’multiplication as scaling’’ in terms of resizing, by comparing the size of
a product to the size of one factor on the basis of the size of the other factor, without performing the indicated
multiplication; and explaining why multiplying a given number by a fraction greater than 1 results in a product
greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given
number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by
1. The identity property of multiplication tells us that a number x 1 has a product equal to the number (itself). For
example, 5 x 1 = 5. Thus, when we multiply a number by a fraction that is less than 1 our product has to be less
than the number we are multiplying the fraction by. For example, 8 x 1/4 = 2. The product (2) is less than the
original factor 8 because the second factor (1/4) is less than 1. Conversely, when we multiply a number by a
number greater than 1 (including fractions/mixed numbers) our product is greater than the original factor. For
example, 8 x 5/8 = 5. The product (5) is greater than the first factor (8) because the second product is greater
than 1.

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2.3 Perspectives in Teaching

Discovery learning

Brunner (1967), who is one of the proponents of discovery learning explains that this theory:

 Actively engages students in the learning process

 Motivates students to participate
 Encourages autonomy and independence
 Promotes the development of creativity and problem-solving skills
 Provides a individualized learning experience.

According to Spencer (1999), key features of guided discovery learning are:

 A context and frame for student learning through the provision of learning outcomes
 Learners have responsibility for exploration of content necessary for understanding through self directed
learning
 Study guides are used to facilitate and guide self directed learning
 Understanding is reinforced through application in problem oriented, task based, and work related
experiences

Castronova (2002), also identifies five distinctiveness of discovery learning as:

 learning is active and pupils participate in hands-on and problem-solving activities rather than knowledge
transfer.
 emphasizes the process instead of the end product, thus encouraging mastery and application.
 encourages the pupils to continue to search for solutions in the lessons learnt from failure within this model
of instruction.
 feedback becomes an essential part of the learning process and that teamwork and discussion allows pupils
to develop deeper understanding of the various concepts.
 satisfies natural human curiosity and promotes individual interests.

2.4 Action Research

Action research is a disciplined inquiry done by a teacher with the intent that the research will inform and change
his or her practices in the future. It is carried out within the context of the teacher’s environment with the
students and at the school in which the teacher works on questions that deal with educational matters at hand. As
a process it helps teachers to examine their own educational practices systematically using the techniques of
research (Ferrance, 2000, p 1).

Fisher & Phelps, (2006), explains that Action Research is an applied scholarly paradigm resulting in action for a
specific situation offering faculty instant benefits by improving his or her own teaching and providing explicit
documentation for meeting their educational responsibilities as required by standards. It seeks to document the
context, change processes, resultant learning and theorizing of faculty in developing their pedagogies.

2.5 Types of Action Research

There are different types of Action research. These include Individual teacher research, Collaborative action
research, school wide action research as well as District wide action research.

Individual teacher research usually focuses on a single issue in the classroom. The teacher may be seeking
solutions to problems of classroom management, instructional strategies, use of materials, or student learning.
The problem is one that the teacher believes is evident in his or her classroom and one that can be addressed on
an individual basis.

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Collaborative action research may include as few as two teachers or a group of teachers and others interested in
addressing a classroom or departmental issue. This issue may involve one classroom or a common problem
shared by many classrooms. Teachers can come together to identify and diagnose a problem and develop a
solution through collaboration. Collaboration amongst teachers is necessary if they are to tackle action research
in the context of their working life in school and become more fully engaged in working on pupil learning and
participation (Davis and Howes 2007).

School-wide research focuses on issues common to all in the school. For example, a school may have a concern
about the lack of parental involvement in activities, and is looking for a way to reach more parents to involve
them in meaningful ways. Or, the school may be looking to address its organizational and decision-making
structures. Teams of staff from the school work together to narrow the question, gather and analyze the data, and
decide on a plan of action. An example of action research for a school could be to examine their state test scores
to identify areas that need improvement, and then determine a plan of action to improve student performance.
District-wide research is a research in which a district may choose to address a problem common to several
schools or the district.

2.6 Action research and Professional development

Action research helps improve the teacher's self esteem. Documented action research can be one source of
solving problem. It also helps in developing the teacher's repertoire. Finally, the teacher can use action research
he or she has done to help others whenever they have difficulties. In short, when we help others, we help
ourselves. Hence Action Research makes the teacher a Reflective Practitioner and a Researcher.

3. Methodology

Introduction
This section highlights the methodology that was used in conducting the research. It gives a vivid description of
the population, sample, sampling techniques as well as the type of instruments used in the data collection
process.

3.1 Research Design

The researchers design for this study was an action research. It involves per- test, observation and post-test.
Some variables to be considered in this research are interest and performance.

3.2 Population
The targeted population is basic six pupils of Presbyterian womens college of Education demonstration school in
the Akuapem South District of Ghana. The rationale for the choice of population is that:
(i) the researchers teach the class in question.
(ii) the concept of multiplication is emphasized at that level of the basic education.
(iii) Students should have a firm grasp of the concept at that level of education.

3.3 Sample size and Sampling Procedure

Twenty-five (25) students out of fifty (50) from the class were the selected sample. The sample was selected
randomly from a group of pupils who had difficulties in answering questions under multi-digit multiplicands,
after writing a teacher made test (pre test).

3.4 Research Instruments and their Description

Based on the topic under consideration and the population visa-vise the sample, the researchers found it
appropriate to use diagnostic test (teacher made), observation and post- test for data collection. A sample of the
diagnostic test items (see appendix B) were used to find out specific problems students face when answering
questions on multiplication of multi-digit numbers. Test items were carefully structured to check ambiguities and
inconsistencies. This was to ensure reliability and validity of the study, hence the relating of diagnostic test items
to exercise 10.4 of the Mathematics made easy for primary schools book 6 ( Sackitey & Agyedabi, 2012: 223).
3.5 Administration of Research Methodology

Introduction
The researchers in their quest to remedy the difficulties faced by pupils designed an intervention.

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3.6 Intervention
Multiplication has certain fundamental properties that are of great importance in arithmetic. The Commutative
Property of Multiplication states that changing the order in which two numbers are multiplied does not change
the product. That is, for all numbers a and b, a × b = b × a.

The array model can be used to make this plausible. For example, because 3 × 6 = 6 × 3, an array with 3 rows
and 6 dots in each row has the same number of dots as an array with 6 rows and 3 dots in each row.

Another important property of multiplication is the Identity Property of Multiplication. It states that the product
of any number and 1 is that number. That is, for all numbers a, a × 1 = 1 × a = a.

The Zero Property of Multiplication states that when a number is multiplied by zero, the product is zero. That is,
for all numbers a, a × 0 = 0 ×a = 0.

Using the pencil and paper, the common methods for multiplying require a multiplication table numbers of
memorized or consulted products of small numbers (typically any two numbers from 0 to 9), however one
method, the peasant multiplication algorithm, does not.

Lattice multiplication is a method of multiplying large numbers using a grid. It is algorithmically equivalent to
regular long multiplication, but the lattice method breaks the multiplication process into smaller steps, which
some students find easier. Digits to be carried are written within the grid, making them harder to miss.

3.7 Description

Step 1

Setting up the lattice

Pupils are guided to draw a grid as shown below and each cell splitted diagonally. The grid that is constructed
should have as many rows and columns as the multiplicand and the multiplier. The grid shown here is for
multiplying a 4-digit number by a 3-digit number.

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Step 2

Next, draw a diagonal through each box from upper right corner to lower left corner. Continue the line a short
way past the grid.

Step 3

Teacher guides pupils to write one factor across the top and the other down the right side, lining up the digits
with the boxes/cells.

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Explain to pupils that the two multiplicands of the product to be calculated are written along the top and right
side of the lattice respectively, with one digit per column across the top for the first multiplicand and one digit
per row down the right side for the second multiplicand. Then each cell of the lattice is filled in with product of
its column and row digit.

For example, if the column digit is 5 and the row digit is 2, then the answer 10 will be written in the cell, with
the digit 1 above the diagonal and the digit 0 below the diagonal. On the other hand if the column digit is 8 and
the row digit is 1, then the answer 8 will be written in the cell, with the digit 0 above the diagonal and the digit 8
below the diagonal (see picture for Step 2).

Pupils are made to discover that if the simple product lacks a digit in the tens place, simply fill in the tens place
with a 0.

Step 4

Teacher explains to pupils that the multiplication is performed by multiplying the digits at the head of each row
and column. Fill in each square of the grid with the product of the digits above and to its right, recording the
products so that the tens are in the upper (diagonal) half of the square and the ones are in the lower half. If the
product does not have a tens digit, record a zero in that triangle.

In the example shown here, the highlighted row and column gives us 1×5=5, so we write 0 in the upper half of
the square and 5 in the lower half.

Step 5

Teacher guides pupils to add the numbers in the grid along the diagonals, starting from the lower right corner.
Carry any tens into the top of the next diagonal. The highlighted diagonal gives us 4 + 2 + 5 + 1 = 12, so we
write 2 at the bottom of the diagonal and carry the 1 to the top of the next diagonal to the left.

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Step 6

To find the answer, guide pupils to read the digits starting down the left of the grid and continuing across the
bottom. Here, the answer to 2314 ×157 is 363,298.

3.8 Lattice Multiplication of Decimals

Multiplying numbers to more than a couple of decimal places by hand is tedious and error prone. The lattice
technique can also be used to multiply decimal fractions. For instance, to multiply 5.8 by 2.13, a line would be
drawn straight down from the decimal in 5.8, and a line straight out from the decimal in 2.13. The lines are
extended until they reach each other, at which point they merge and follow the diagonal. The positioning of this
diagonal line in the final result is the location of the decimal point.

Lattice multiplication can easily be extended to multiply decimal fractions. To multiply 2.314 by 1.57, we draw
lines from the decimal points down and to the left until they meet, then follow the diagonal to the left or bottom
of the grid. The point where this diagonal emerges from the grid is the position of the decimal point in the
answer.

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Finally, the result of the multiplication 2.314 ×1.57 = 3.63298.

4. Data Analysis

The data obtained from the pre-test and post-test were recorded and analyzed using basic descriptive statistics
such as percentages, mean, maximum and minimum values and bar charts.

4.1 Analysis and Interpretation of Results

The results obtained were analyzed in both the pre-test and post-test respectively as follows

Analysis of pre-test

Table 1

Marks out of 5 Number of students Percentage (%)

0 9 36

1 7 28

2 5 20

3 3 12

4 1 4

5 0 0

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From the pre-test which was marked over 5, a mean of 1.2 was obtained. 36% of the students scored a minimum
mark of 0 while 4% had a maximum score of 4 marks. Based on the pre-test data, it is obvious that 84% of the
students failed the pre-test with 16% making the pass mark.

Analysis of post-test

Table 2

Marks out of 5 Number of students Percentage (%)

0 0 0

1 1 4

2 2 8

3 2 8

4 6 24

5 14 56

The result of the post-test indicates a mean mark of 4.2, a maximum of 5 marks was scored by students
representing 56%. A minimum mark of 1 representing 4% was also scored by students. Hence the post-test
results indicate that 12% of the students failed while 88% passed the test.

Interpretation of Results

The researchers having done a good analysis of the pre-test and post-test results were of the view that pupil’s
inability to find the product of two multi-digit multiplicands which was discovered through observation can be

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minimized. The frequent use of teaching and learning materials in the classroom will give a good bearing on
pupil’s performance.

Pupils’ difficulties in solving problems involving multi-digit multiplicands were also noticed from the pre-test
that was conducted. This was checked using the lattice. Enough evidence of this was gotten from the pre-test
which produced 16% pass as compared to the post-test which gave an 88% pass mark.

The post-test data however is an indication that pupil’s ability to multiply two multi-digit numbers can be done
using discovery activities.

5. Conclusion
In conclusion, the twenty-five pupils took part in the study. Two test were employed. These were the pre-test and
the post-test. A cautious study at the analyzed data of the pre-test and post-test results points out that the mean
mark of 4.2 for the post-test is an evidence of improvement in students’ performance. From a 16% pass mark of
the pre-test and an 88% pass from the post-test, the researchers are convinced that the guided discovery teaching
method is a prudent intervention measure.

The result of the post-test indicates a mean mark of 4.2, a maximum of 5 marks was scored by students
representing 56%. A minimum mark of 1 representing 4% was also scored by students. The post-test result
therefore shows that 12% of the students failed while 88% passed the test.

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APPENDIX A

Find the product of 28 × 57

Solution

As 28 and 57 have two digits each, a lattice is set out with two columns and two rows. The diagonals are drawn
in each cell as shown below. 28 is written above the lattice with 2 above the first column and 8 above the second.
57 is written to the right of the lattice with 5 along the first row and 7 along the second.

The partial products of these digits taken two at a time is set out in the corresponding cells with the tens above
the diagonal and ones below. For example, the partial products in this case are 5 × 8 (= 40), 5 × 2 (= 10), 7 × 8 (=
56) and 7 ×2 (= 14).These are set out as shown below.

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The sum along each diagonal is then recorded as shown below and these digits 1, 5, 9 and 6 form the answer to
the multiplication. As usual, start adding at the ones (in this case ‘6’ which comes from multiplying 8 ones by 7
ones), proceeding from right to left around the lattice.

Thus 28 × 57 = 1596

Find the product of 183 ×49 = 8967

The lattice set out for this multiplication will have 3 columns and two rows as 183 has 3 digits (it could also be
done as 2 columns and 3 rows as 49 × 183). As before the numbers are set out as shown below and the partial
products are written down in their respective positions. The numbers along the diagonals are added to give the
answer.

Note that in this example adding along the third diagonal gives 19 which needs 1 to be carried to the diagonal to
the left, in other words, 19 hundreds is 10 hundreds + 9 hundreds, then the 10 hundreds is renamed as 1 thousand
and the 1 is then written in the thousands column. Therefore the addition should begin with the lowest diagonal
on the right hand side (the product of the ones from the two numbers).

183 ×49 = 8967

APPENDIX B

A Sample of the Post – Test Questions

Use the lattice to find the product of

1. 18 × 409

2. 218 ×570
A Sample of the Post – Test Questions

Use the lattice to find the product of

1. 583 ×49

2. 28 × 57

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