[Numeracy 598] Re: Teaching math and numeracy skills to adultslearning English - using area to teach multiplication

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Susan Jones SUJones at parkland.edu
Thu Oct 28 11:03:27 EDT 2010


Do you use images, too, or just the numbers?



Susan Jones
Academic Development Specialist
Center for Academic Success
Parkland College
Champaign, IL 61821
217-353-2056
sujones at parkland.edu
Webmastress,
http://www.resourceroom.net
http://www.bicycleuc.wordpress.com




>>> Mary Rack <mrack at jccc.edu> 10/27/2010 1:08 PM >>>

I use an area model to teach multi-digit multiplication. The individual products are easy to find, and the chart keeps it all organized. Plus, the place value concept is reinforced.


Example: 15 * 38

10 5







10 * 30 = 300

5* 30 = 150

30

8



10 * 8 = 80

5* 8 = 40


300 + 80 =



150 + 40 =


15 * 38 = _________ + _________ = ____570______

Mary Rack
Johnson County Community College

From: numeracy-bounces at lincs.ed.gov [mailto:numeracy-bounces at lincs.ed.gov] On Behalf Of Chip Burkitt
Sent: Friday, October 22, 2010 3:13 PM
To: numeracy at lincs.ed.gov
Subject: [Numeracy 596] Re: Teaching math and numeracy skills to adultslearning English

Well, that was cool! I had no idea that the method I've been teaching as an alternative method had its roots in Ethiopia. I got it out of a paperback book that I came across many years ago. I don't even remember the name of the book, but I'm fairy certain that there was no mention of Ethiopia. This was NOT the method used by the student from Russia. I'm familiar with the Lattice method because it's what my own children learned in school. I can't say I see an advantage to it over the traditional method that relies on partial products in the base-10 system.

Chip Burkitt

On 10/22/2010 12:22 PM, Kohring, Aaron M wrote:
I believe it is called both Russian Multiplication and Ethiopian Multiplication depending on the source.

There's a four minute YouTube video from BBC that describes the process: http://www.youtube.com/watch?v=Nc4yrFXw20Q

Aaron

Aaron Kohring
UT Center for Literacy Studies

From: numeracy-bounces at lincs.ed.gov<mailto:numeracy-bounces at lincs.ed.gov> [mailto:numeracy-bounces at lincs.ed.gov] On Behalf Of Arva Carlson
Sent: Thursday, October 21, 2010 12:45 PM
To: chip.burkitt at orderingchaos.com<mailto:chip.burkitt at orderingchaos.com>; 'The Math and Numeracy Discussion List'
Subject: [Numeracy 593] Re: Teaching math and numeracy skills to adultslearning English

The student may have been using Lattice Multiplication. It is a common algorithm in Europe.

From: numeracy-bounces at lincs.ed.gov<mailto:numeracy-bounces at lincs.ed.gov> [mailto:numeracy-bounces at lincs.ed.gov] On Behalf Of Chip Burkitt
Sent: Wednesday, October 20, 2010 5:34 PM
To: numeracy at lincs.ed.gov<mailto:numeracy at lincs.ed.gov>
Subject: [Numeracy 592] Re: Teaching math and numeracy skills to adults learning English

When I taught basic math at Century College here in Minnesota, I taught how to multiply multi-digit numbers. I used the algorithm I learned as a child: write down partial products in staggered columns and carry extra digits to the next column for adding. Most students were already familiar with this method, although strings of zeroes in the multiplicands tended to confuse them. However, one student from Russia came to me after class and asked if he could use his the method he learned in Russia. He showed it to me. (I wish I had written it down because I can't remember it.) It took only a few moments reflection to realize that his method would work just as well, so I gave him the go ahead. The method was very different, but the outcome would always be correct.

For students who struggle with the "standard" method of doing multiplication, I sometimes explain an alternate method that involves halving one multiplicand while doubling the other. After getting down to 1 on the first multiplicand, then you eliminate all the pairs (halved, doubled) where the halved number is even. Summing the remaining doubled numbers gives the correct answer. It basically uses binary arithmetic to get partial products and then sum them.

For example:

37 x 82
18 164
9 328
4 656
2 1312
1 2624

82 + 328 + 2624 = 3034

Of course, for some problems this method can be cumbersome, and it always pays to put the smaller number first. However, many students find it easier to implement.

Chip Burkitt

On 10/20/2010 9:51 AM, Seltenright, Ginny wrote:

I think that there's a misunderstanding due to the title of the booklet referred to here, "The Answer Is Still the Same...It Doesn't Matter How You Got It!"'
It does matter how you get there, what doesn't matter is that the student uses a different process than what the teacher perhaps is showing or another student is using. I went through the TIAN training in Arizona which emphasizes student exploration and the idea that there are many ways to get to the answer and then having students show how and why their answer works (or perhaps doesn't work) and making sure it works every time too. It isn't about just getting an answer and it being ok- which is possibly how the title may be understood now that I am reading this discussion. I agree with you Susan, in that we need to be sure the student is making a connection to the problem, the process, and what means to them. This is the idea behind the TIAN approach and Mary Jane's training involves training teachers to think this way also.


Ginny


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