Multiplication Lesson. Lesson Objectives Demonstrate an understanding of place value Demonstrate an understanding of single-digit multiplication Learn how to set up multi-digit multiplication problems in a vertical format Learn how to perform multi-digit multiplication with regrouping carrying.
How to Multiply Multi-Digit Whole Numbers with Regrouping Carrying At this point, you should be fairly comfortable with the single-digit multiplication facts covered in our properties of multiplication lesson. In that lesson, we saw a basic times table for the numbers 1 - 9. We also learned several properties of multiplication such as: the commutative property of multiplication, the associative property of multiplication, the identity property of 1, the multiplication property of 0, and the distributive property of multiplication.
When we multiply multi-digit whole numbers together, we generally use a process known as vertical multiplication. This process will allow us to break our multi-digit multiplication problem down into a series of single-digit multiplication problems.
In order to completely understand the process, it is imperative to have a good understanding of place value. Vertical Multiplication Set up the vertical multiplication by stacking the factors vertically and lining up the digits by place value.
Although multiplication is commutative order is not important we want to place the number with more digits on top. Measure ad performance. Select basic ads. Create a personalised ads profile. Select personalised ads. Apply market research to generate audience insights. Measure content performance.
Develop and improve products. List of Partners vendors. Share Flipboard Email. Deb Russell. Math Expert. Deb Russell is a school principal and teacher with over 25 years of experience teaching mathematics at all levels. Multiplication with Regrouping: Standard Algorithm Multiplying two-digit numbers can be intimidating, especially if the numbers are large. The Concrete-Representational-Abstract Approach for students With learning disabilities: An evidence-based practice synthesis.
Remedial and Special Education , 39 4 - As researchers and practitioners have increasingly become interested in what practices are evidence based and for whom in education, different sets of quality indicators and evidence-based practice standards have emerged in the field of special education. Practices are commonly suggested as evidence based, even without a best evidence synthesis on the existing research, such as the case with the concrete—representational—abstract CRA instructional framework to support students with disabilities in mathematics.
This study sought to support the classification of the CRA instructional framework as an evidence-based approach for students with learning disabilities by applying quality indicators and standards of evidence-based practice by Cook et al. Based on the application of the indicators and standards, the CRA instructional framework was determined to be an evidence-based practice for students with learning disabilities who struggle in mathematics relative to computational problems, such as addition, subtraction, and multiplication, largely with regrouping.
Your answer is 8. Finally, you check the tens side. You have one ten minus one ten, which is zero. So, the final answer is 8. Instead, use these steps to guide students through the process. These manipulatives show the difference between tens, units, hundreds, and thousands. Have students count out the units and exchange them for tens.
Or, in subtraction, have them exchange a ten bar for ten units. This will help them see and experience the regrouping.
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