This older name of the city would rarely be used from this point onward except in historical or poetic contexts. Imperium Romanum, Imperium Romanorum; Greek: Res Publica Romana; Greek:
Conceptual Understanding Students record the diagrams in their math journal for reference later in the lesson. It is important to repeat, rather than give one example, so the students have several with different numbers and labels. My examples are created so that they scale from easier to more complex models.
I like to start with one of the factors being two or five. I then choose number sentences such as, 2 x 3, 2 x 4, 5 x 3, 5 x 2, etc. As each model is drawn, I ask students, How is the factor 3 shown in the model?
What is represented by the small circles? Where do you see the quantity for the second factor? I also avoid doubles at this time to make sure the students have the structure of groups and items within a group, and using doubles can confuse them.
As students demonstrate success, I increase the difficulty of the multiplication factors. Important questioning to determine student understanding should include, "What would happen to the model if you switched the order of the factors?
I also demonstrate leaving out different variables for the students to find after their diagram is drawn. In this example the students would draw five groups, and put one dot in each group until they get to twenty. Because the two factors are clearly represented in the mental model, I have found it important to emphasize the product is represented by the entire model of groups and dots.
Circling the entire model and labeling the product connects the number sentence to the model. Questioning students about the factors, symbols, and equal sign support the students' conceptual understanding of multiplication.
I have them record their work on blank white paper folded into fourths to divide the workspace neatly.
They write the number sentence and fill in the missing variable and label each part of the diagram. Students use their math journals for reference, and they also work with a partner. Group Dots Models By Students.
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I can write an equation for a situation involving multiplicative comparison.
The following diagrams give examples of Multiplicative Comparison: Phrases used, Model Diagram, Multiplication Equation for a .
Each Orange Had 8 Slices, students will use manipulatives to create arrays to assist calculation of equal groups. Students will learn to write corresponding addition and multiplication sentences for the arrays.
MAFSOA Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. Vocabulary: Choose the best word for each sentence.
product. multiple. array. Look at the following array model and determine the product, circle the correct answer. Find each product: Write the answers on the lines below each problem. (5x2)x3 = 5x(2x3). Each column must contain the same number of objects as the other columns, and each row must have the same number as the other rows.
The following array, consisting of four columns and three rows, could be used to represent the number sentence 3 x 4 = Solve each number sentence. 2. Circle the picture that shows 3 × 2. Write a division sentence where the answer represents the number of baskets that Nathan fills.
Lesson 6: Interpret the unknown in division using the array model. 3•1 Homework G3-M1-Lesson 6 1. Sharon washes 20 bowls.