T2
Flexibly and confidently multiply multi-digit decimals *
NS.3
Lesson 1
Multiplication: the process of finding the total number of items when you have an equal number of groups (e.g. 2x6 is asking how many items are in two groups of six)
Product: answer to a multiplication problem
Factor(s): numbers that are multiplied
1:20-3:06
Lesson 2
Start 0:52 -Stop 1:55
Direct Instruction
Notes
Steps for multiplying using the standard algorithm:
Line up the digits vertically - starting on the right. (Place the factor with more digits on top.)
* Don't add (annex) zeros to the factors (e.g. don't write a factor of 3 as 3.000)
Multiply the top number by the ones digit of the bottom number, carrying over when necessary.
Multiply the top number by the tens digit of the bottom number, adding a zero as a placeholder in the ones place of the new row.
Add the results to get the final product
Direct Instruction
Notes
After finding the product, move the decimal place to the left -- based on the number of decimal places in the factors
show the 'swoopies' (or bumpies)
If needed, annex one or more zeros in the product (e.g. 0.03 not .03)
My Responsibilities
Due 10/27
1. In your notebook, copy down today's notes:
2. CYUqs → Do in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.
Rewrite the problem. Show your work. Circle your answer
p199: 17, 18, 19, 21, 22, 26; p207: 20, 21, 22, 23, 25, 26 (Volume 1, Ch3)
Check answers in the back of the book as you’re working. If you make a mistake, fix it.
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
Lesson 3
After completing the Check-your-understanding Questions, which were important for everyone to do?
Direct Instruction
Notes
If you choose to remove decimal(s) while multiplying, be sure to rewrite the problem above your work. That way you can see where the decimals were located in the original problem.
1. There are three types of problems like the problems you worked on today. But they are not in order. Your job is to figure out what order they should go in and why.
2. Is there something I can do right away without thinking too much? Can I do that for all of them?
(This draws attention to steps that are not invariant)
My Responsibilities
Due 10/28
1. Click to open your CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Verify that your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
Lesson 4
After completing the Check-your-understanding Questions, which were important for everyone to do?
On the blank side, write: First name, last name, U4T2
2.9 x 30
1.5 x 5.42
Lesson 1
Multiplication: the process of finding the total number of items when you have an equal number of groups (e.g. 2x6 is asking how many items are in two groups of six)
Product: answer to a multiplication problem
Factor(s): numbers that are multiplied
1:20-3:06
Lesson 2
Start 0:52 -Stop 1:55
Direct Instruction
Notes
Steps for multiplying using the standard algorithm:
Line up the digits vertically - starting on the right. (Place the factor with more digits on top.)
* Don't add (annex) zeros to the factors (e.g. don't write a factor of 3 as 3.000)
Multiply the top number by the ones digit of the bottom number, carrying over when necessary.
Multiply the top number by the tens digit of the bottom number, adding a zero as a placeholder in the ones place of the new row.
Add the results to get the final product
Direct Instruction
Notes
After finding the product, move the decimal place to the left -- based on the number of decimal places in the factors
show the 'swoopies' (or bumpies)
If needed, annex one or more zeros in the product (e.g. 0.03 not .03)
My Responsibilities
Due 10/27
1. In your notebook, copy down today's notes:
2. CYUqs → Do in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.
Rewrite the problem. Show your work. Circle your answer
p199: 17, 18, 19, 21, 22, 26; p207: 20, 21, 22, 23, 25, 26 (Volume 1, Ch3)
Check answers in the back of the book as you’re working. If you make a mistake, fix it.
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
Lesson 3
After completing the Check-your-understanding Questions, which were important for everyone to do?
Direct Instruction
Notes
If you choose to remove decimal(s) while multiplying, be sure to rewrite the problem above your work. That way you can see where the decimals were located in the original problem.
1. There are three types of problems like the problems you worked on today. But they are not in order. Your job is to figure out what order they should go in and why.
2. Is there something I can do right away without thinking too much? Can I do that for all of them?
(This draws attention to steps that are not invariant)
My Responsibilities
Due 10/28
1. Click to open your CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Verify that your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
Lesson 4
After completing the Check-your-understanding Questions, which were important for everyone to do?
On the blank side, write: First name, last name, U4T2
2.9 x 30
1.5 x 5.42