Reflection: Developing a Conceptual Understanding Decomposing Given Large Areas Day 2 - Section 3: Active Engagement

 

Building and naming arrays is easy for all of my students.  However, using those arrays to model a larger concept and then record numerically is a different story. I know from going too fast, that they are not ready to write the full distributive property equation out yet.  It will be important for us to work slowly and do many more models. They need to really see "why" the distributive property works and why we use it.

In Day 2 of this lesson string, I will have the students build more and record their equations. I will close that lesson with showing them an "easier" way to write the model.  See the next lesson for that wrap up.  

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  Developing a Conceptual Understanding: More Practice
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Decomposing Given Large Areas Day 2

Unit 3: Using Multiplication to Find Area
Lesson 4 of 12

Objective: Students will be able to decompose large arrays in order to mentally compute the total area.

Big Idea: In this second of a three-part lesson, students extend decomposing arrays to applying a strategy for mental computation of area by finding smaller areas.

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4 teachers like this lesson
Subject(s):
Math, partnership, factors, arrays, products, math talk, model with math, decomposing, manipulatives, recording thinking, revising thought
  55 minutes
decomposing
 
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