Putting the Pieces Together
Multiplication with Base 10
Model the following problems using base ten blocks or quick pics.
3 x 14
4 x 21
12 x 23
Grade 4 In grade four, students extend multiplication and division to include whole numbers greater than 100. Students should use methods they understand and can explain to multiply and divide. The standards call for students to use visual representations such as area and array models that students draw and connect to equations, as well as written numerical work, to support student reasoning and explanation of methods. By reasoning repeatedly about the connections between math drawings and written numerical work, students can come to see multiplication and division algorithms as abbreviations or summaries of their reasoning about quantities.
-California Mathematics Framework Grade 4 p. 14
Arrays
Section J in the arena has 20 rows. Each row has 5 seats. How many seats are there in Section J?
• Create a model to represent this problem using Base 10 blocks.
• Draw what you modeled with Base 10 using an area model.
Area Model
Let’s try it….
Model the following problems using the area model.
25 x 15
42 x 37
Table Talk
• Discuss the connection between how your table solved the problems and the framework.
Partial Products
Multiplication with Partial Products
57 x 42
50
7
40 2
50 x 40 = 2000 50 x 2 = 100
7 x 40 = 280 7 x 2 = 14
57 X 42 14 (7x2)
100 (50x2)
280 (40x7)
2000 (40x50)
2394
Let’s try it….
Model the following problems using partial products. Pick one and solve using an area model as well.
25 x 15
42 x 37
34 x 28
Table Talk
• Discuss the connection between how your table solved the problems and the framework.
36 x 24
Application
On YELLOW
Application
On PINK
Application
On BLUE
Connection to SMPs
• SMP.4 Model with mathematics.
• SMP.5 Use appropriate tools strategically.
• SMP.8 Look for and express regularity in repeated reasoning.
Putting the Pieces Together
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