Exploring Multi-Digit Multiplication with the Area Array Model

Taylor Hmel introduces a visual strategy for teaching multi-digit multiplication using the area array model. This method is designed to aid visual learners by breaking down multiplication into manageable steps. The video demonstrates setting up the model, performing multiplication, and summing the results to find the final answer.

What is the main topic of today's lesson?

• Division of multi-digit numbers

• Addition of multi-digit numbers

• Subtraction of multi-digit numbers

• Multi-digit multiplication using area array model

Tags

CCSS.7.EE.B.3

Why is the area array model beneficial for fourth graders?

• It is faster than other methods

• It is more visual and helps visual learners

• It is the only method taught in fourth grade

• It does not require any addition

Tags

CCSS.4.NBT.B.5

How many boxes are created in the area array model for the given example?

• Five

• Four

• Three

• Two

Tags

CCSS.2.OA.C.4

What is the first step in the multiplication process using the area array model?

• Setting up the boxes

• Adding the numbers

• Writing the numbers in expanded form

• Multiplying the numbers directly

Tags

CCSS.4.NBT.B.5

What is the result of multiplying 5 by 1 in the area array model?

• 10

• 1

• 5

• 50

Tags

CCSS.3.NBT.A.3

How many zeros are added after multiplying 5 by 1?

• Three

• One

• None

• Two

Tags

CCSS.5.NBT.A.2

What is the result of multiplying 4 by 8 in the area array model?

• 32

• 40

• 48

• 50

Tags

CCSS.4.NBT.B.5

What is the next step after filling out all the boxes in the area array model?

• Dividing the results

• Multiplying the results

• Subtracting the results

• Adding the results

Tags

CCSS.4.NBT.B.5

What is the final answer obtained using the area array model in the given example?

• 792

• 729

• 927

• 972

Tags

CCSS.4.NBT.B.5

Which technique is compared with the area array model in the lesson?

• Partial products technique

• Traditional model

• All of the above

• Mental math technique

Tags

CCSS.4.NBT.B.5