Task A.docx - 1 Part A Area model of multiplication strategy 1 M.2.9 Fluently add and subtract within 100 using strategies based on place value

Task A.docx - 1 Part A Area model of multiplication...

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1 Part A: Area model of multiplication strategy. 1. M.2.9 Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. M.3.12 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. M.4.1 Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations. 2. Standard M.2.9 problem: Using base ten blocks, solve the following problem. Megan has 26 red pencils. Anna has 30 red pencils. How many pencils do they have altogether?
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2 Standard M.3.12 problem: Solve the following problem: 4 x 60 Standard M.4.1 problem: Megan is 10 years old. Her grandfather, Paul, is 7 times as old as her. How old is Paul? 3. When looking at the following problem: Using base ten blocks, solve the following problem. Megan has 26 red pencils. Anna has 30 red pencils. How many pencils do they have altogether?, there are several ways students could solve this problem. First, we have the students that will ignore the base ten blocks and will automatically add 26 + 30= 56 using basic arithmetic. If the students read the problem clearly, I would expect the students to know that the key word “altogether” means they will need to add the two two-digit numbers together to find their sum.
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  • Fall '16
  • Addition, Positional notation, Decimal, Elementary arithmetic, Numeral system

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