Modelo de Área: Introdução

Modelo de Área: Introdução Captura de Ecrã  Descarregar  Incorporar
  • Fatores
  • Produtos
  • Modelo de Área


  • Fatores
  • Produtos
  • Modelo de Área
  • Multiplicação
  • Produtos Parciais


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

Amostra das Metas de Aprendizagem

  • 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.

Alinhamento de Padrões

Núcleo Comum - Matemática

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.
Versão 1.2.1

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Atividades Submetidas por Professores

PRIMARIA: Alineación con programas de la SEP México (2011 y 2017) This contribution was designed by PhET. Diana López Básico
Middle School Math Sim Alignment This contribution was designed by PhET. Amanda McGarry Básico Outro Matemática
Area Model Intro Simulation Nailah Shah-Taylor Primário Discuss

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