Area Model Introduction

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Area Model Introduction Скрыншот  Cпампаваць  Уставіць
  • Factors
  • Прадукты
  • Area Model


  • Factors
  • Прадукты
  • Area Model
  • Множанне
  • Partial Products


Build rectangles of various sizes and relate multiplication to area. Partition a rectangle into two areas to discover the distributive property.

Прыклад Мэты навучання

  • Recognize that area represents the product of two numbers.
  • Develop and justify a strategy that uses the area model to simplify a multiplication problem.
  • Represent a multiplication problem as the proportional area of a rectangle.
  • Looks for patterns in the total area calculation.

Standards Alignment

Common Core - Math

Count within 1000; skip-count by 5s, 10s, and 100s.
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Relate area to the operations of multiplication and addition.
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
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