Slide 1AgendaSlide 3Slide 4Slide 5Slide 6Slide 7Slide 8Meanings for MultiplicationMeanings for MultiplicationMeanings for MultiplicationMeanings for MultiplicationExploration 3.13HomeworkWeek 6Warm up Problem: Without doing any calculation, explain why35 base 7 > 35 base 6.*sign in! (are you here?)Agenda•Discuss Exams•Multiplication Models•Begin Exploration 3.13•Assign HomeworkMeanings for Multiplication•Repeated addition: •3 • 4 = 4 + 4 + 4 = 12•4 • 3 = 3 + 3 + 3 + 3 = 12•Area: 4 • 2 = 4 feet2feetMeanings for Multiplication•Measured Units: 5 times x units long •Cartesian Product: combinations e.g., 3 shirts, 5 pair pantsShirt 1 Shirt 2 Shirt 3 J B R K C J B R K C J B R K CMeanings for Multiplication•Arrays: 3 • 5Meanings for Multiplication•Rate: 8 miles per hour for 5 hours:•8 • 5 = 40 milesExploration 3.13•First, read through the Egyptian Duplation example. Focus on the Hindu-Arabic numerals. (You can ignore the Egyptian Numerals.)•With a partner, can you explain what is going on here?If so, can you explain why it works?•With your partner, see if you can do 14 • 41; 65 • 17; 18 • 37. Do not use a calculator!!Homework•Due Wednesday•Read Section 3.3 (up to page 178 – the multiplication algorithm)• Class Notes Packet1. Do Children’s Thinking Activity 1 (pp. 1-3). Write your answers directly in the packet. •Due Friday•Exploration 3.131. Do Egyptian Duplation and Lattice Multiplication for the following problems:(a) 19 • 73 (b) 26 • 50 (c) 7 • 942. Try to write in words why mathematically each algorithm
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