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Using Patterns with Multi-Digit Multiplication

Using Patterns with Multi-Digit Multiplication. Unit of Study: Patterns and Estimation of Multi-Digit Multiplication Global Concept Guide: 1 of 2. Content Development.

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Using Patterns with Multi-Digit Multiplication

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  1. Using Patterns with Multi-Digit Multiplication Unit of Study: Patterns and Estimation of Multi-Digit Multiplication Global Concept Guide: 1 of 2

  2. Content Development Giving students experience with different representations of numbers and operations provides them with a collection of strategies for solving problems. It is important for students to build a concrete understanding, rather than learn a simple trick to move zeros. • Base ten blocks provide a concrete model using hundreds, tens and ones. • Quick Pictures of base ten enable students to visualize these models after they have stopped using manipulatives. They can represent numbers using: • A dot for a one, a stick for one ten, a square for one hundred, a square with a T inside for one thousand • Number Lines help students visualize patterns when multiplying with multiples. • Associative Property helps students visualize multiplying the first digit of the factors and then multiplying the product by 10, 100 or 1000. • Using a chart or an organized list helps students identify and continue the pattern.

  3. Day 1 • EQ: What strategies can you use to multiply multiples of 10, 100, and 1,000 by a one digit number? • As a possible engage, have students build base ten models, and write multiplication sentences to show: 2 x 3, 2 x 30, 2 x 300, 2 x 3,000. Ask students what patterns they see. Ask students how that could be displayed on a number line. • Use these problems when following best practices for problem solving instruction. • Go Math SE p. 130 Unlock the Problem • Go Math SE p. 132 Unlock the Problem

  4. Day 2Enrich/Reteach/Intervention EQ: How can you use a basic fact and a pattern to multiply by a multi-digit number? Start with a problem such as: “Stephanie is trying to become a pilot. To get her certification she must fly a minimum of 42,000 miles. The plane she flies travels at a speed of 600 miles per hour. So far she has logged 50 hours of flight time. Does she have enough miles for her certification?” • This problem will highlight the common error on Go Math TE p. 182 6 x 5 = 30 600 x 50 = 30,000 Use informal observation to make instructional decisions for differentiation: • Reteach: • Go Math Reteach activity TE p. 181B • Core: • Go MathUnlock the Problem SE p. 181 • Go Math SE p. 183 (#24-26) and Connect to Health SE p. 184 • Go MathUnlock the Problem SE p. 185; SE p. 188 (#17,18,21) • Enrich: • Go Math Enrich Activity TE p. 181B

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