## Reflection: Diverse Entry Points One digit by two digit Multiplication - Section 3: Concept development

As seen in my reflection video, I need to make adjustments to the flow of this unit. I had anticipated being able to move onto estimating products after this lesson, but it became very apparent that I need to slow down and give students more time to practice this concept.  Some students were able to make sense of the model and use the model to find products.  For most of my students, this lesson was difficult.

In examining students work and through my questioning, I think there are several reasons why this lesson was difficult for students.  As seen in this second student video, the model wasn't quite making sense to her, and it became a bit of a guessing game in trying to figure out where numbers go and which numbers go where.  This was a common error among many of my students.  This student simply knew there were three digits that needed to go on the area model somewhere.  She wasn't connecting that the 70 + 3 came from the 73.

Another confusing point for many of my students was that they were not connecting their previous work with multiplying by multiples of tens to the area model.  I need to create another lesson and provide more scaffolds for them in order to develop this concept and help students see patterns in multiplying by multiples of ten and the relationship to the area model when separating the tens and ones.

See this  next lesson in which students can practice multiplying numbers by multiples of ten as a great example of informal formative assessment and adjusting my instruction as necessary based on students' needs.

# One digit by two digit Multiplication

Unit 2: Multiplication with Whole Numbers
Lesson 5 of 22

## Big Idea: Students compute one-digit by two digit multiplication in a movement activity.

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61 minutes

### Melissa Romano

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