Reflection: Modeling Two-Digit by Two-Digit Multiplication - Section 4: Concept development


Overall, this lesson went well. My students seemed to transition well from single digit multiplied to a double digit to double digit multiplied with another double digit.  

The pace of this lesson was definitely different than the pace of previous lessons.  This lesson needed to be slow, with me modeling with students, the area model for double digit multiplication because it is a jump in thinking than can cause student frustration.  From my eyes, it appeared that most students were following along as they thought about the area model. I did have a few students who were lacking perseverance and wanted to immediately just say, "I don't get it."  I try to remind those students that it is OK if they "don't get it," right now, but in time, with practice and hard work, they will get it. 

If I could change one thing from this lesson, I would arrange a 90 minute math block for this lesson so students could model with me, and then have more time for independent practice with me to help guide them. 

  Slow and Steady
  Modeling: Slow and Steady
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Two-Digit by Two-Digit Multiplication

Unit 2: Multiplication with Whole Numbers
Lesson 11 of 22

Objective: SWBAT represent two-digit by two-digit multiplication using area models.

Big Idea: Students will work towards mastery of multiplication by two-digit numbers.

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area model
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