Exploring Area Models and Partial Products in 4th Grade Math

This lesson covers the use of area models and partial products to multiply two-digit numbers. It begins with an introduction to the concept and required materials, followed by a detailed walkthrough of modeling 13x18. The lesson explores alternative ways to break down factors and provides practice problems to reinforce learning. It concludes with applications of area models in real-world scenarios and reasoning exercises.

What is the main topic of today's lesson?

• Geometry

• Area Models and Partial Products

• Fractions

• Decimals

Tags

CCSS.4.NBT.B.5

What materials are needed for the activity?

• Scissors and glue

• Four different color pencils or markers

• Rulers and compasses

• Pencils and erasers

Tags

CCSS.7.EE.B.3

How do you break apart the factor 13 in the model?

• 10 and 3

• 9 and 4

• 10 and 5

• 8 and 5

Tags

CCSS.4.NBT.B.5

What is the product of 10 times 10 in the area model?

• 24

• 30

• 100

• 80

Tags

CCSS.4.NBT.B.5

What do you notice about the products when using different methods to break apart the factors?

• The products are always larger

• The products are the same

• The products are always smaller

• The products are different

Tags

CCSS.3.OA.B.5

Which of the following is an easier computation for finding the product of 10 and 33?

• 10 times 20 plus 10 times 13

• 10 times 15 plus 10 times 18

• 10 times 11 plus 10 times 11 plus 10 times 11

• 10 times 30 plus 10 times 3

Tags

CCSS.3.OA.B.5

How many rolls were eaten if Emma bought 16 packages of 12 rolls each and 8 rolls were left over?

• 184

• 192

• 200

• 176

Tags

CCSS.3.OA.D.8

What is the product of 16 times 19 using the area model?

• 324

• 344

• 360

• 304

Tags

CCSS.4.NBT.B.5

What was the mistake in Jamal's work when solving 12 times 15?

• He used the wrong factors

• He left out a partial product

• He added an extra partial product

• He used the wrong colors

Tags

CCSS.4.NBT.B.5

How would the partial products change if the product was 22 times 15 instead of 12 times 15?

• They would remain the same

• They would be doubled

• They would be tripled

• They would be halved

Tags

CCSS.4.NBT.B.5