Reflection: Developing a Conceptual Understanding Multiplication: x10, x5, x9 - Section 5: Independent Practice

 

Throughout these multiplication lessons, one student has continually come up to me and pointed out that any number times five falls between the shaded and non-shaded sections of the number line. I was reminded of how important it is to teach kids to make sense of numbers in relation to friendly numbers (5s, 10s, 20s...)

During this lesson, this student called me over to show me that she discovered the pattern again! Patterns with 5s

Now that I look back at this, it reminds me how important it is for students to be provided with repeated opportunities to discover the same pattern. This really helps solidify concepts and patterns all the more. 

Overall, this lesson went quite well. Students did a great job making the connection between their math facts and the algorithm. I think they were more successful at solving the multiplication algorithm because they were more familiar with the meaning behind each step, such as 5 x 6... 

  Developing a Conceptual Understanding: Developing a Conceptual Understanding
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Multiplication: x10, x5, x9

Unit 13: Multiplication Kick Off
Lesson 5 of 7

Objective: SWBAT multiply a multi-digit number by 5 and 9.

Big Idea: After modeling multiplication facts for 10, 5, and 9 using a number line and learning multiplication rhymes, students will multiply multi-digit numbers by 5 and 9.

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1 teacher likes this lesson
Subject(s):
Math, modeling, Numbers and Operations, multiplication facts, number line model, Operations
  95 minutes
9 x 9 rhyme
 
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