When students go to multiply 4 x 60, they would grab 6 sticks of ten for 60 and 4 ones for 4. However, they would have to grab 3 more groups of 6 sticks of ten in order to show the product of the problem. This is demonstrating to the students that 60 is a multiple of 10. Also, if the student knows the basic math fact of the problem 4 x 6 = 24, then they would only need to attach a 0 as a quick way to multiply by 10. When students are multiplying numbers using area model, they are using the decomposed numbers of the two given factors. For instance if they have a two-digit number, it will be separated into its tens and ones. Then, the students can multiply using thebasic math fact and attaching the 0. In my 4thgrade standard, the problem and standard build upon area model multiplication because of its conceptual understanding. When students multiply 10 x 7, they understand that 70 is 10 times as many 7 and 7 times as many as 10. When students use place value blocks to modelthis, they can see conceptually what is happening. The students are still able to breakdown the two factors of the multiplication problem into their tens and ones in order to solve this. All three of these standards and problems build upon each other in such a way that students will be able to use area model multiplication.
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Addition, Positional notation, Decimal, Elementary arithmetic, Numeral system