Properties of Multiplication. You can use the properties of multiplication to evaluate expressions. Changing the order of factors does not change their product.
In these cases, I know the timestable facts, and then I counted how many digits past the decimal point to the first digit over 0, in this case one. So I had to divide the timestable fact by one 10. 0.03 x 3 0.09, because I know 3x39Houston DAVE is reduced by 13% in Week 4 due to Tyrod Taylor injury, with Taylor's chance to return at 20% in Week 5 and increasing 20% each week after that.1.The experiment is repeated a xed number of times (n.
There is no additional cost to you, and I only link to books and products that I personally use and recommend.Time to bring out the base-10 blocks. Shifting from multiplying whole numbers to multiplying decimals is a huge shift, so that means that the learning needs to be concrete.This post contains affiliate links, which simply means that when you use my link and purchase a product, I receive a small commission. In Texas, multiplying decimals with products to the hundredths was added to the 5th grade curriculum last year, and today I tackled it with some of our 5th graders. Reaching the Conference Championship Game Miami DAVE is reduced by 8% in Weeks 4-5 due to Tua Tagovailoa injury, with Tagovailoa returning 60% of the time in Week 6 and 100% of the time in Week 7.Washington DAVE is reduced by 5% in Weeks 3-7 due to Ryan Fitzpatrick injury, with Fitzpatrick returning 20% of the time in Week 8 and 100% of the time in Week 10. Winning the Conference Championship GameThis report lists the odds of each team earning the first overall draft pick in the 2022 NFL Draft.This report lists the odds of several "special" Super Bowl matchups.
Mixed number factor times a decimal factor (eg., 1.3 x 0.4) Whole number factor times a decimal factor (eg., 2 x 0.8) Mixed number factor times mixed number factor (eg., 1.3 x 1.5) Whole number factor times mixed number factor (eg., 2 x 1.3)
But when we shift to decimals, the materials take on new values. When using base-10 blocks with whole numbers, the flat typically represents 100, the rod represents 10, and the cube represents 1. First, we needed to establish the value of the base-10 blocks.
We labeled the sides and discussed that one side showed a length of 3 and the other showed 2.Next up, I asked them to model 2 x 1.3. So I asked them to use their base-10 blocks to create an area model showing 2 x 3. That makes the rod one 10th, and the cube one 100th.Next, I needed to make sure that the students understood how to make an area model to represent multiplication.
I restated the problem as 2 groups of 1.3. They struggled a little, but were actually very interested in the problem. I wanted to see what they would do with it.
So far so good.Moving down the list, I asked them to try 2.3 x 1.5. I pointed out that, as with whole numbers, the product was greater than either of the factors. I asked students to find the product, and they added the base-10 blocks and got 2.6. We labeled the sides 2 and 1.3.
I just kept reminding them that one side had to show 2.3 and the other 1.5. Again, I gave them very little direction. That’s a huge advantage of small group instruction–you can really focus on getting the students to use precise mathematical language.Okay, this was a trickier one. They had to use vocabulary like factors, whole numbers, mixed numbers, and decimals to explain the differences in the problem types.
Pretty cool! Once they had filled out their rectangle, I again asked them to find the product. They actually figured out on their own that they would need to use 100ths. Then I told them they had to fill it in to make it into a rectangle. I just rotated them so they were horizontal. When trying to show 1.5 on the other side, they initially had the rods placed vertically.
So much better than just teaching tricks!Finally, we were ready to move on to a decimal by a decimal. They said greater.When we get ready to connect the manipulatives to the standard algorithm, they can draw their models and see why we place the decimal where we do in the product. I asked if the product was greater than or less than the factors. They found the correct solution of 3.45.
We labeled that side to show that it had a length of 0.7. We used one color to color in 0.7 (red). This I had to show them a little more directly. I reminded them that one side needed to show 0.7 and the other 0.3. They told me that both factors were decimals. I wrote 0.7 x 0.4 on the whiteboard and asked what was different now.
I said Yes, but twenty-one what? And he told me twenty-one hundredths. Immediately, one student said, “Oh! 7 x 3 = 21!”. They counted up the squares and got 0.21. I pointed out the area where the two colors overlap and explained that was the product of 0.7 x 0.3.
And I’m confident that the hands-on learning together with the small group setting really helped them own the learning. That’s a really hard concept to wrap your mind around.It was definitely a whirlwind tour of multiplying decimals, but I’m glad they were able to see the connections between all the different models and notice that sometimes when we multiply the product is smaller than the factors. I reminded the students that we were taking something less than a whole (0.7) and we had less than a whole group of it (0.3).
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