PPT-2-Digit by 1-Digit Multiplication

Prior Knowledge Check Evaluate 10 x 7 3 x 9 5 x 8 6 x 2 7 x 4 Work out 1 3 x 90 2 6 x 70 3 2 x 80 4 60 x 4 5 80 x 5  What does The 8 in 82 represent The 4 in 47 represent. Choose a line of four problems from the Addition Split board vertically horizontally or diagonally 2 Solve each problem by decomposing the addends into hundreds tens and ones before adding Show your work Example 100 40 6 200 30 5 146 235 300 7 MAFS.3.OA.2.5. Commutative Property of Multiplication. In Ms. Adams’s classroom library, she has 5 rows of bookshelves with 3 books on each shelf, as shown below.. Commutative Property of Multiplication. Start from r.h.s , if there is any carry in any part ,it is to be added to next part.. A B . C D. C*A (D.A + B*C) B*D. 1 2. 4 3. 1*4 1*3+4*2 2*3. 4 11 6. 4+1 1 6. 5 1 6. Years 1 and 2. Addition in Year 1. Focussing on what ‘equals’ means. 2 = 2. =. 3. = . Represent and use number bonds to 20. Add one digit and two digit numbers – use objects, number lines, counting on. Written Methods. Written Methods. Throughout their years at school, children should progress from informal jottings and number line methods to formal efficient written methods.. By the end of Year 3, children should be confident using short efficient written methods for all four operations + - x ÷. By: Jessica . Nastasi. Tail Division!. 3 digit by 1 digit. Step 1: Set up the problem. 456. 5. Step 2: Multiply the . September 19, 2014. Goal:. I can fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems.. Agenda . Estimate the product: Review. Standard Algorithm and Area Model. Maths Workshop. November 2015. Aims of the session. To explore the New Maths Curriculum. To model the use of methods and strategies. To give you a greater understanding of the progression in Maths from Year 1 – Year 3. Jianyu. Huang. , Leslie Rice,. Devin A. Matthews, Robert A. van de . Geijn. IPDPS2017, May 31. st. , Orlando, FL. Jianyu Huang. , Leslie Rice,. Devin A. Matthews, Robert A. van de . Geijn. The University of Texas at Austin. To . build . understanding. of mathematics and it’s . development. throughout KS2. To have a stronger awareness of when and how to progress from . non-formal. to . formal. methods at the appropriate stage for your . Arrays, Base-10, Area Model, Partial Products, # Sentence. ARRAY. An arrangement of objects in rows and columns.. 3 x 4 = 12 . 4. . . 3. Directions: Find the word below that is WRONG! Cross it out and write the correct word!. NumeracyMultiplicationincluding Written CalculationsINTRODUCTION At Park we follow the New National Curriculum September 2014 and aim to provide a systematic approach to teaching number This document Principle and Permutations. 4. Use the multiplication counting principle to determine the number of ways to complete a process involving several steps.. Use . factorials to count the number of permutations of a group of individuals. . 3. . . 5. . 4. . 6. 546 ÷ 3 . 2. Year 5. Use short division to divide 3-digit numbers by 1-digit numbers.. We are going to move a sticky note along to hide and reveal each column in turn.. 3 . .