Reflection: Pacing Methods of One-Digit by Two-Digit Multiplication - Section 2: Concept Development


In this reflection video you can hear my reflection about how my students did making connections between the two multiplication methods. 

A few days ago, I was really thinking that I should also show another multiplication method to students, which would then naturally lead some students to the shortcut or standard algorithm.  I'm really glad I didn't.  Pre-Common Core, I think I would have done just that. I would have had a feeling that I needed to rush students in order to cover so much material.  The Common Core Standards are refreshing and freeing to me as teacher.  Knowing that I have fewer concepts to teacher and can go deeper with those concepts.  When looking at standard 4.NBT.5, the standard does not specify that a student will know the standard algorithm in fourth grade.  This a fifth grade skill. To see the exact language of the fifth grade standard you can click here to be taken to the Common Core Standards website. 

When I polled my class near the end of the lesson, I asked them if they preferred one method over another at this point.  The result was about half and half.  I liked seeing that some prefer one over the other and reaffirming with my students that we are all different and learn differently. This difference in method preference also gave me an opportunity to remind my students that there are often various efficient ways to solve a problem, and one way isn't necessarily better than another.  

My students are very excited to experiment with double digit by double digit multiplication.  They can definitely sense the progression leading up to this skill and have been very excited in math class.  Click here to jump ahead to when I introduce double digit by double digit multiplication. 

  Making Connections
  Pacing: Making Connections
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Methods of One-Digit by Two-Digit Multiplication

Unit 2: Multiplication with Whole Numbers
Lesson 8 of 22

Objective: SWBAT relate the area model of multiplication to numeric methods of multiplication.

Big Idea: Students look for patterns and structure in different one-digit by two digit multiplication strategies.

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area model and expanded notation student
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