Using an inclusion question to start each lesson gives student the "hook" to hang the new information on and brings up prior knowledge. I don't have the students talk at their tables, because exposure to multi-digit multiplication is significantly different in my multiage 4th and 5th classroom.

I want my fifth graders to share where they have used or seen multi-digit multiplication. The first student I call shares, "You tell us your son has to do a lot of multiplication in middle school. I will have to do multiplication in middle school. I had to give more think time because I could see they were not linking this to real life applications.

After awhile a student raised their hand and the prior speaker tossed the koosh to them to let them know they could speak. He said, "My uncle lays tile and he was showing me how to find the area of a floor. He had to multiply 92 feet by 52 feet to find out the size of the room. Other students then came up with construction and space references. Now that I had them thinking about where they could use or see multi-digit multiplication I move into teaching the different ways to check their work against the traditional algorithm.

In 5th grade students need to be able to fluently multiply multi-digit whole numbers using the traditional algorithm. This is difficult for some students, especially if they are still counting on their fingers to do basic skills. One way to reach the struggling students, as well as challenge others, is to have the students use other multiplication strategies along with the traditional algorithm to solve the problems. This is particularly appropriate for 4th graders, as they are expected to begin using the "standard" algorithm, but where it is still considered appropriate to use computational algorithms that utilize place value and operations understandings.

For example, a 4th grader may be using an area model. One of my students had mentioned the numbers 92 by 52 so I asked for student to tell me what would be a reasonable answer.

## What are Whole Numbers? - [Definition, Facts & Example]

I had answers such as 4, and they explained because if you round each number and multiply 9 x 5 you get 45 and then there are two zeros so you add them on for 4, Some students used front end rounding to have x 50 for 5, After we had come up with a list of 4 reasonable answers I started with walking them through the traditional algorithm, reviewing the value of each column when they had to carry.

After completing this I asked if there were any other ways of doing the problem so we could check our answers. We should always check our answers! Sofie wanted to use Lattice and came up to solve the problem. While Sofie is up writing, students sitting in the "audience" are making a copy of her work into their math journals for use as a reference. Another student came up to try to do the standard algorithm and made the common mistake of multiplying the 2 x 2 and then the 9 x 5 for an answer of He sat down without correcting his mistake.

Later, when I was working with him, he said he had realized that his answer was not in the list of reasonable answers but he did not know how to fix it. At a later point in the video another student came up and used the traditional algorithm correctly. When I reviewed with my class and told them that AJ knew his answer was not reasonable, they went back into their math journals and crossed his work out.

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Many already had, indicating it was not a reasonable answer. The student you see get up and walk in front of the board is Daichi, a new student from Japan. He had gotten up to get his translation device and typed in the words reasonable and estimate since I had written it on the board, and kept pointing to the words. He had also heard the students using the words and I am sure was curious what it meant.

Daichi came up in the end of the video to show how he carried the numbers below the line - there is another example on the bottom of the board in the picture. You can also see how the other students took care of Daichi by erasing the numbers, getting him a marker and then pointing at the board.

### Box Model or Box Method with Partial Quotients

They are all doing a great job of having him feel included. He did make a mistake on the math but I am sure that was because he was nervous being in front of the class. When I turned the camera off he went back and changed the answer. Not every student completed every problem because my focus was on the fluency of multiplying multi-digit whole numbers using the traditional algorithm - not the students speed at getting the problems completed. I sat on the floor with a group of student who needed help working each problem in the traditional form. My "expert" multiplication students helped others.

These students finished the entire page and completed some using other methods before they could go on to help other students. To use our web app, go to kids. Or download our app "Guided Lessons by Education. Student Code. Ok, Got it. Entire library. Multiplying Fractions by Whole Numbers. Online exercise. Share this exercise. Unlock Assignments Assignments are available to Premium members only.

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Play Assign this exercise. Multiplying Fractions by Whole Numbers will help students practice this key fifth grade skill. See in a Guided Lesson. Grade 5th grade. Thank you for your input. Mathematics Grade 5 5. Mathematics Grade 5 CE. No standards associated with this content. Which set of standards are you looking for? Fractions 4. Download all 5.

## Whole Numbers - Definition with Examples

Start Guided Lesson. Related Resources. Whole Numbers as Fractions. After completing this exercise, students will be able to convert whole numbers into fractions with ease.

redadonbobe.tk Multiplying Mixed Number Fractions and Arrays. Multiplying Mixed Number Fractions and Arrays will help students practice this key fifth grade skill. Try our free exercises to build knowledge and confidence. Fractions and Parts of a Whole: Irregular Partitions. Show students how to use fractions to deal with parts of a whole that are irregularly partitioned with this clear exercise. Mixed Numbers and Improper Fractions 1.

Not all fractions are created equal, and this exercise introduces students to mixed numbers and improper fractions. Mixed Numbers and Improper Fractions 2. Help students identify mixed numbers and improper fractions with this exercise that is easy to use and understand.

Mixed Numbers and Improper Fractions 3. After this final exercise in the series, students will be completely comfortable identifying and working with mixed numbers and improper fractions. Interpret Multiplication of Fractions as Scaling. Introduce your fifth graders to multiplying by fractions with these exercises that help them understand the effect of numerators and denominators of equations.

Multiplication of Fractions and Scaling. Students who complete this exercise will understand how to scale up their newfound ability in multiplying fractions. Fractions and Parts of a Set. Show students how fractions can be part of a greater whole with this exercise on fractions as parts of a set. Multiplication and Unit Fractions. Teach your class how to work through multiplying unit fractions with just a few clicks of the mouse using this exercise.

Adding Fractions with the Same Denominator. This exercise will show students how to add fractions properly by ensuring the denominators are like numbers. Equivalent Fractions 2. Show students how to modify a math problem by finding equivalent fractions for any number. Choose an Account to Log In Google accounts. Facebook accounts. Sign in with Facebook. For more assistance contact customer service.

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