Unit 6, Lesson 10
Usemos algoritmos de productos parciales: 2 números de dos dígitos
Grado 4
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The purpose of this Warm-up is for students to compare ways to keep track of composing units in addition problems and in multiplication problems in which the partial products have a newly composed unit. While students may notice and wonder many things about these ways of recording, the important discussion point is to invite students to consider whatever way they currently record composing a new unit when they add, and then to use it when they multiply if there’s a need to compose a new unit when they add up the partial products.
This prompt gives students opportunities to look for and make use of structure (MP7) as they attend to ways to record newly composed units when they add partial products.
¿Qué observas? ¿Qué te preguntas?
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MLR1 Stronger and Clearer Each Time
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In this activity, students analyze multiplication involving 2 two-digit factors. Students make sense of work where the partial products are recorded, but there is no indication of where each product came from. After making sense of work, students use the same strategy of finding and keeping track of partial products to evaluate
This activity uses MLR1 Stronger and Clearer Each Time. Advances: reading, writing
“Encuentren el valor de
“¿Por qué Tyler escribió un 1 pequeño en la posición de las unidades de mil?” // “Why did Tyler record a small 1 in the thousands place?” (It shows that we composed a new thousand when adding the values in the hundreds place because 15 hundreds is composed of 1 thousand and 5 hundreds.)
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When using an algorithm that uses partial products, students may be inclined to pay attention only to single digits in each number and pay little attention to the value of the digits. For example,
To help students see that the place value of the digits impacts each partial product, consider displaying a diagram that shows partial products alongside the vertical notation.
Decide con tu compañero quién va a encontrar cada producto. Muestra cómo pensaste. Organiza tus ideas para que los demás puedan entenderlas.
Han calculó
Muestra el cálculo correcto para encontrar el valor de
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MLR1 Stronger and Clearer Each Time
Tyler usa un algoritmo para encontrar el valor de
Describe cada paso del método de Tyler. ¿Cómo crees que encontró los últimos cinco números? Registra cómo pensaste.
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