Reflection: Developing a Conceptual Understanding Partial Product Strategy for Multiplying Decimals - Section 2: Mini Lesson

When we finished work on example one, one of my higher level students asked a great question."Can we use three addends instead of two?"  We hadn't used the distributive property with three addends before so this question was a nice surprise.  I asked the student to explain and show the class what he meant by his question.  He wrote the following on the board.

300 x (10 + 2 +0.6)

We discussed as a class this strategy and students agreed that it would work.

What I liked most about this discussion is that it was initiated by a student, I took a step back and the discussion was among the students.

Developing a Conceptual Understanding: Adding to the Strategy

Partial Product Strategy for Multiplying Decimals

Unit 8: Algorithms and Decimal Operations
Lesson 6 of 10

Big Idea: Students apply a familiar idea as a new strategy for multiplying decimals fluently using pencil and paper or mental math.

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Standards:
Subject(s):
Math, distributive property, grade 6, multiplying decimals, partial products
45 minutes

Ursula Lovings

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