In the 10's place and now you carry the 1 in 19 up there into Is really the 1's diagonal, you just have a 6 sitting here. So what you do is you goĭown these diagonals that I drew here. So you write down a 2 andĪn 8 just like that. Next video why these diagonals even work. Although there is carrying,īut it's all while you're doing the addition step. Switching gears by carrying and all of that. One time and then you can finish up the problem Multiplication is you get to do all of your multiplication at Own row and the 8 is going to get its own row. Right-hand side, and then you draw a lattice. Get separate columns and you write your 48 down the A pair seeing if we could use the strategy to multiply decimals had an interesting approach.Of lattice multiplication examples in this video. Some really wonderful enquiries took place. With these great wonderings, the children chose one they were most interested in and either individually or in small groups they investigated. ° If we timed how long it would take to multiply the same number using this strategy, the column strategy and the split strategy, which would be faster? ° Can we use this strategy for really large numbers? That's a powerful moment we thought!Ī key factor of enquiry-based learning is giving children the opportunities to take ownership of their learning based upon their own curiosities, so we shared what this strategy makes us wonder. One student remarked how it was the first time she actually could see what multiplication means. We could see how this strategy helps us to really comprehend what we are doing with the numbers when we multiply them. Upon solving it, we came back to the previous discussion question of the pros and cons. When multiplying, we were surprised that so many squares existed in each rectangle! We worked out that if we counted the number of squares across, we could determine the numbers multiplied. Together we thought of how we could find out what the multiplication question was and it's answer. ° Do you think this or the column strategy is faster?Īfter our discussion, I had already prepared an area model grid, but without the numbers. ° How did you feel when you were teaching your parents the strategy? ° What did our parents think about the strategy? ° Do we think we could use this strategy for really large numbers? ° What are the pros and cons to this strategy? ° Who would use this strategy again and why? Some of the great questions that emerged: I was silent throughout - just listening and making mental notes. The student posing the question controlled the discussion by asking those who wanted to answer. To make this a more meaningful and student-owned discussion I then explained that they are to ask our group questions about their enquiries. I began our discussion by finding out who was new to this strategy. ° I think it is really creative, but I wouldn't use it all the time because it would be harder and take longer with large numbers. It finally helps me make sense of what it means when I multiply large numbers. ° I wish I had discovered this strategy last year. ° I like how this strategy helps you to visualise what you are doing when you multiply. ° I think this strategy is incredibly useful because sometimes you can do it in your head! ° I think it is a very effective strategy because it is very simple and yet it shows you what the numbers really mean. I think it is a great strategy and I want to use it more often!! ° I like this strategy a lot because it focuses on place values and splitting the numbers up. Some of our reflections about the strategy: Reading through their reflections also serves as a very interesting informal assessment and helps one to gain interesting insights into each child's mathematical mind. Having the children reflect about what they think of the strategy helps them to internalise the learning they have been doing and also helps them to deepen their understanding of it. It allows for differentiating different levels of understanding, provides children with the time each needs to comprehend and deepen their understandings, gives them a sense of responsibility and ownership and when sharing findings- extends the learning further as the children are sharing different approaches. Flipping is an amazing learning strategy.
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