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Q&A #6524

Teachers' Lounge Discussion: Explaining the why's of multiplication place values

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From: Mark <kram247@msn.com>
To: Teacher2Teacher Public Discussion
Date: 2008072012:59:11
Subject: KISS: Keep It Simple & Sound

	It's OK to go through all the expanded notation illustrations to make
your point.  The brighter and more capable student will comprehend
this, but often its too much for the weaker math student.  Telling
them that the first number you multiply is in the ones place on the
bottom factor, should register and make a meaningful connection. Then
telling them you need to use a zero as a place holder on the next line
because the second number in the bottom factor is in the tens place,
and you must stay consistent and start in the tens place works real
well. Of course, the third number in the bottom factor is in the
hundreds place, and therefore you need two zeros before you begin to
multiply because you must start in the hundreds place.  Crossing off
the bottom factor digits after use is also helpful.  Sometimes kids
with visual or fine motor coordination do these kinds of examples with
greater success on graph paper, but initial and careful modeling of
how to do it on graph paper is important.  Good luck!

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