| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Multiplying two and three digit whole numbers using area models |
| What length (min) | 30 |
| What age group | Year or Grade 5 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Multiplying Two and Three Digit Whole Numbers using Area Models
Grade 5
Mathematics
30 minutes
20 students
This lesson aligns with the Common Core State Standards for Mathematics, specifically:
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Introduce the topic and objectives. Discuss the importance of multiplication in real-life contexts. |
| 2 | Explanation of Area Model | 8 | Demonstrate how to use area models for multiplying two and three-digit numbers on the whiteboard. Include examples and visuals. |
| 3 | Printable Card Activity | 10 | Distribute printed area model cards to students. Instruct them to fill in the cards with their own problems using the area model. They should create their area models based on given numbers. |
| 4 | Independent Work | 5 | Allow students to work independently using their filled cards to practice multiplication with area models. Encourage them to ask questions if needed. |
| 5 | Collection and Review | 2 | Collect the area model cards or conduct a random check of what students have filled in for understanding. |
| 6 | Conclusion and Homework | 30 | Summarize key points of the lesson. Assign students to complete a homework worksheet that requires using area models for further practice. |
"Good morning, class! Today, we're going to explore an exciting way to multiply two and three-digit whole numbers by using something called area models. By the end of our lesson, you will not only understand how to use area models for multiplication but also see how this technique helps illustrate the concept visually.
Multiplication is not just a math skill; it’s something we use in many real-life situations, like when we're cooking, budgeting, or even when shopping! So, let’s dive in and make this fun."
"Now, let’s take a closer look at what an area model is. I want you to imagine a rectangle. The area of that rectangle can be found by multiplying its length by its width.
Let’s consider an example. Suppose we want to multiply 23 by 15. I am going to write this on the board:
This creates a grid, like this:
10 | 5
----------------
20 | |
----------------
3 | | Now, we fill in the boxes by multiplying:
Just a moment, let me calculate these together (doing the math on board).
Once you've filled in all the boxes, you add those products together to get the final answer.
Let’s wrap up this step by agreeing that area models help us visualize multiplication very effectively. Any questions so far?"
"Great! Now it’s your turn to try using an area model. I’ll give each of you a printed area model card. On this card, you’ll see a rectangle divided into boxes, just like the one we discussed.
I want you to think of your own two two-digit numbers to multiply. You can choose any numbers you want, and remember to break them down into tens and ones just as we did earlier.
Once you have your numbers, fill in the area model on your card. I’ll give you about 10 minutes to complete this, and I’ll walk around to help if you need it. Start working!"
"Okay, time’s up! Now, I want you to use your filled-in cards for some independent practice.
Take your model and perform the multiplication, adding your results together just like we demonstrated. If you have any questions while you work, feel free to raise your hand. I’m here to help."
"Let’s wrap up our individual work. Please hand me your area model cards. I will be looking through them to see how well you've understood the area model method. Alternatively, I may come around and check a few randomly just to ensure everyone is on track."
"To summarize our lesson today, we learned about area models and how they can be used for multiplying whole numbers visually. This method helps to clarify the multiplication process and can make calculations easier.
For homework, I have prepared a worksheet for each of you, which includes several multiplication problems requiring the use of area models. Please complete this worksheet and bring it back to class next time.
Remember, practice is key to mastering multiplication using area models! If you have any questions while working on this, don’t hesitate to reach out. Have a wonderful day, everyone!"
| Question | Answer |
|----------------------------------------------------------------------------------------------|--------|
| What is an area model and how can it help us visualize multiplication? | |
| How do you break down a two-digit number into tens and ones for use in an area model? | |
| Can you outline the steps to multiply 23 by 15 using an area model? | |
| What do you do after filling in all the boxes of the area model? | |
| Why is it important to understand the concept of area models in multiplication? | |
| What two numbers did you choose for your area model activity? | |
| Can you explain how performing multiplication using area models differs from traditional methods?| |
| How did the area model help you understand the multiplication of whole numbers better? | |
| What was the final answer you calculated using the area model for your chosen numbers? | |
| How can you use area models in real-life situations? | |