![]() ![]() Connecting area to repeated addition and multiplication The Area Model Creates a Great Visual for the Distributive Property of Multiplication I always think back to a conference I attended where Greg Tang said if we teach students to use the area model for multiplication, they will never confuse area and perimeter. We try to give them catchy ways to remember which is which. In the past, I’ve experienced, and you likely have, too, that students confuse area and perimeter. The students connected area to multiplication. Second, there was no confusion of area with perimeter. ![]() While not all students had their multiplication facts memorized, they understood that counting individual squares was not necessary. This made moving to rectangles with just measurements instead of squares to count fairly quick. First, many of the students saw the connection to repeated addition and multiplication right away. I’ve been working with a third-grade class that learned about area right after learning multiplication. Then they recognize the area of a rectangle that’s been partitioned into squares can be found in the same way. Students learn to find the quantity in an array with repeated addition or with multiplication. Progression from array to area model Students Understand Area as it Relates to Repeated Addition and Multiplication The drawings will make more sense to students once they understand the connection between the dots or tiles and the side lengths (factors). As we all have probably seen, student arrays and drawings of tiles can get a little uneven. Once students can draw these representations, they can move beyond drawing and counting squares. Soon students will be able to do it on their own. Take the time to show the representation each time students build a rectangle with tiles or Cuisenaire rods. For example, four dots in a row can be represented by a rectangle with length of four units and width of one unit. Students can also make a connection between the arrays they are building and the representational model. Students Make a Connection to a Representational Model With Tiles or Cuisenaire Rods Of course, when students are drawing arrays, dots make more sense, but tiles are a great concrete tool to help students connect arrays and multiplication with area. They will also see that the sum they found for the array using repeated addition will be the same as the product or area of the 3 by 4 rectangle. Students can begin making connections between the 3 by 4 array that they built and the rectangle they made with a length of 4 tiles and a width of 3 tiles. Arrays that are built with tiles or cubes, such as Cuisenaire 1 rods, can be pushed together into a rectangle. This work can help them see they can use repeated addition to find the total number of objects in the array. When students first begin working with arrays, they often build them with cubes or counters. ![]() Building Arrays With Tiles Connects to the Area Model I’ve also included some ways that you can use Cuisenaire rods while developing these skills. One great thing about this representation is that it can be used with multiple skills. The model works for fractions and decimal multiplicationĪre you looking for a way to teach multiplication before your students learn the standard algorithm? The area model is a great tool that you can introduce your students to in third grade.Helpful for division as well as multiplication.Area model can be used from beginning multiplication to algebra. ![]() 7 Good Reasons to Teach the Area Model for Multiplication ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |