![]() in this particular cancer 5/900 which means my digits in my one give me my. So students can do it, because they can generally do algorithms, but they don't understand what they are doing, which is ultimately the important thing, not the answer. okay so today we have lattice multiplication which is going to help you with. Synthetic division is a bad technique, because it is just long division but where you take away the meaning. (I see it very similar to "long division" vs "synthetic division". So really you should be teaching the area model, not the lattice model. They don't know why they put the diagonals there, they don't understand how this relates to placevalue, and they don't understand how it relates to "normal" multiplication (as they put it). Using the lattice seems "easier" but students (and I am talking about students in college calculus) who use the lattice method actually don't understand what they are doing. Then you do all the areas of the boxes with those lengths and then you add the areas together. On the top, you write 20 + 3, and on the sides you write 100 + 40 + 5. This method was later adopted by Fibonacci in the 14th century and seems to be becoming the 'go-to' method in teaching elementary students how to multiply two numbers in which at least one of them is a two-digit number or greater. ![]() ![]() ![]() If you want to multiply 23 x 145, you maybe a 2 x 3 grid. Lattice multiplication is a process that was first founded in the 10th century in India. The Area model is incredibly important and I show it (at the college level) every chance I get. The difference here is the addition of the diagonal lines to indicate placevalue. There are two things at play here: the area model and "lattice multiplication". ![]()
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