# Area Model Introduction

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### Innhald

• Factors
• Produkt
• Area Model
• Multiplikasjon
• Partial Products

### Description

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

### Døme på læringsmål

• 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

2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.C.4
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.
3.MD.C.7
Relate area to the operations of multiplication and addition.
3.MD.C.7c
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.
3.MD.C.7d
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.
3.OA.A.1
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.
3.OA.A.3
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
3.OA.B.5
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.)
4.OA.A.1
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.
Version 1.2.1

### Teacher-Submitted Activities

Middle School Math Sim Alignment Amanda McGarry Ungdomsskule Anna Matematikk
PRIMARIA: Alineación con programas de la SEP México (2011 y 2017) Diana López Barneskule
Ungdomsskule
Guided
Demo
Lekse
Lab
Discuss
Astronomi
Kjemi
Fysikk
Matematikk
Area Model Intro Simulation Nailah Shah-Taylor Barneskule Discuss
Guided
Matematikk
Albanian All shqip Modeli i Syprinës: Hyrje
Arabic All العربية مقدمة مساحة النموذج
Basque All Euskara Azalera-modelorako sarrera
Bosnian All Bosanski Matematički model površina - Uvod
Chinese (China) All 中文 (中国) 面积模型入门
Chinese (Taiwan) All 中文 (台灣) Area Model Introduction_面積模型介紹
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Portuguese All português Modelo de Área: Introdução
Portuguese (Brazil) All português (Brasil) Modelo de Área: Intro
Russian All русский Основы нахождения площади
Serbian All Српски Математика преко површина-Увод
Sinhalese All Sinhalese වර්ගඵලය ආකෘති හඳුන්වාදීම
Spanish All español Modelo de Áreas: Introducción
Spanish (Mexico) All español (México) Modelo de Áreas: Introducción
Spanish (Peru) All español (Perú) Modelo de Área. Introducción
Swedish All svenska Areamodellen -Introduktion
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