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## Multiplication Part 2

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### Multiplication Part 2 Common Core Leadership in Mathematics (CCLM) Monday July 9, 2012 * * skip counting, doubles, unitizing, repeated addition, relationship between ... – PowerPoint PPT presentation

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Title: Multiplication Part 2

1
MultiplicationPart 2
• Common Core Leadership in Mathematics
(CCLM)Monday July 9, 2012

2
Homework Debrief
• Share with your shoulder partner a few ideas
that strike you as critical to developing a sound
understanding of multiplication and division.

Project University of Wisconsin-Milwaukee, Summer
Institute 2012
3
Learning Intentions
• We are learning to
• Understand how the CCSSM views the development of
multiplicative thinking.
• Apply strategies that promoting fluency with
single-digit multiplication.
• We will be successful when we can
• Help students apply properties of operations as
strategies to multiply.

Project University of Wisconsin-Milwaukee, Summer
Institute 2012
4
Dot Images
• How many dots so you see?
• How do you see It?
• Draw what you see in your notebook.

Project University of Wisconsin-Milwaukee, Summer
Institute 2012
5
Image 2
6
Grounding Thinking in CCSSM
• 3.OA.5 Apply properties of operations as
strategies to multiply and divide.
• Commutative
• Associative
• Distributive

With your shoulder partner, use an example,
remind each other how these rules of numbers
work.
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
7
• Reflect back on 3.OA.5.
• Think about how the images were described.
• Where do the properties show up in the
reasoning?

Project University of Wisconsin-Milwaukee, Summer
Institute 2012
8
• As a group, pick one card
• Individually
• Quickly glance at the dot image and determine the
number of dots.
• On your white board, jot down how you saw the
image using words.
• Write an equation that matches your image and
• Identify the property or properties you used.
• Turn and share.

Project University of Wisconsin-Milwaukee, Summer
Institute 2012
9
Image 4
10
Image 5
11
Image 6
12
• Revisit Standard 3.OA.5 and 3.OA.7
• Take turns with a Shoulder Partner to summarize
• Reflecting on our dot image work, what are the
main messages of these standards?
• How do dot images promote multiplicative thinking?

Project University of Wisconsin-Milwaukee, Summer
Institute 2012
13
What facts do you struggle with?
• List 3-4 multiplication facts that you have a
hard time remembering.
remember it
• Share

14
(No Transcript)
15
Finding Easier Facts Inside Hard Ones
• What is your go-to strategy for helping students
learn their multiplication facts?
• What is your back-up strategy when the first one
fails?
• What is your back-up to the back-up?

16
What is a 3 by 4?
• What is an Array?
• An array is any arrangement of things in rows and
columns, such as a rectangle of square tiles or
blocks
• Is there a difference?
• Rows How many groups?
• Columns How many per group?

17
3x4 and 4x3
• Build a 3 x 4 array with your tiles.

18
Breaking Apart a 3x4 Array
• What are the ways a 3 x 4 array can be broken
apart?
• Split rows or columns, not individual tiles
• (3x3) (3x1)
• (3x2) (3x2)
• (2x4) (1x4)

19
RevisitingLearning Intentions Success Criteria
• We are learning to
• Understand how the CCSSM views the development of
multiplicative thinking.
• Apply strategies that promoting fluency with
single-digit multiplication.
• We will be successful when
• We can help students apply properties of
operations as strategies to multiply.