I really didn’t give them much more direction than that. We labeled the sides and discussed that one side showed a length of 3 and the other showed 2. So I asked them to use their base-10 blocks to create an area model showing 2 x 3. Next, I needed to make sure that the students understood how to make an area model to represent multiplication. That makes the rod one 10th, and the cube one 100th. With decimals, the flat becomes the whole, meaning that it is now 1. 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. Decimal factor times a decimal factor (eg., 0.7 x 0.3)īefore getting into the meat of the lesson, we had to cover some basics.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). As I was planning for my lesson, I thought through all the variations related to multiplying with decimals, and here’s what I came up with: There is no additional cost to you, and I only link to books and products that I personally use and recommend. This post contains affiliate links, which simply means that when you use my link and purchase a product, I receive a small commission. Shifting from multiplying whole numbers to multiplying decimals is a huge shift, so that means that the learning needs to be concrete. 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.
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