teaching resource

Using the Area Model for Multiplication Interactive Task Cards

Updated: 03 Jan 2024

Give your students digital practise with area model multiplication by assigning this set of 24 interactive task cards.

Editable: PowerPoint, Google Slides
Pages: 1 Page
Years: 4 - 5

Curriculum

VC2M4N06

Develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder <ul> <li>using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers, for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate</li> <li>using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 × 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 × 18 = 180, then halving 180 to get 90; or applying the associative property of multiplication, where 5 × 18 becomes 5 × 2 × 9, then 5 × 2 × 9 = 10 × 9 = 90 so that 5 × 18 = 90</li> <li>using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence</li> <li>using materials or a diagram to solve a multiplication or division problem, by writing a number sentence and explaining what each of the numbers within the number sentence refers to</li> <li>representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation</li> <li>using place value partitioning, basic facts and an area or region model to represent and solve multiplication problems; for example, for 16 × 4, thinking 10× 4 and 6 × 4, then 40 + 24 = 64, or a double double strategy where double 16 is 32, double this is 64, so 16 × 4 is 64</li> </ul>
VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>

teaching resource

Using the Area Model for Multiplication Interactive Task Cards

Updated: 03 Jan 2024

Give your students digital practise with area model multiplication by assigning this set of 24 interactive task cards.

Editable: PowerPoint, Google Slides
Pages: 1 Page
Years: 4 - 5

Give your students digital practise with area model multiplication by assigning this set of 24 interactive task cards.

How Can Area Models Be Used to Solve Multiplication Problems?

Area models are an alternative method to use with your students when teaching them how to multiply multi-digit numbers. This method involves creating a rectangular box or grid-like shape that is divided into pieces. Rather than multiplying using the standard algorithm, this method requires students first to expand each factor (i.e., 428 expands to 400 + 20 + 8) and then multiply where the rows and columns meet. Students then use their knowledge of basic multiplication facts and add additional zeros where needed to fill in each section of the model. After all of the partial products have been found, they are then added together to find the total product.

Practise Multiplication Using Area Models!

Teach Starter has created a fun garden-themed activity to help your students strengthen their understanding of using area models to solve multi-digit multiplication problems. Upon opening this teacher-created resource, you will find that students will review how to solve multiplication problems using the area model method. They will then work their way through 24 questions where they must determine missing numbers, partial products, which model matches a given expression and determine the total product.

Students will have practice with the following question types:

2 digits x 1 digit
3 digits x 1 digit
4 digits x 1 digit
2 digits x 2 digits

How to Get Your Area Models – Multiplication Activity

If you are ready for your students to start ‘digging’ into some area model practise, head on over to the green download button! Here, you will find the Google Slides and PowerPoint versions of this resource. If selecting the Google Slides option, please note that you will first be prompted to make a copy of the resource to your personal drive before accessing it.

When guiding your students through this activity, please share that the activity should be completed in ‘Slideshow’ mode rather than ‘Edit’ mode. The slides are linked in a manner that will create a self-checking experience for your students.

This resource was created by Brittany Kellogg, a Teach Starter Collaborator.

Looking for More Area Model Activities?

Don’t stop there! We’ve got more activities to shorten your lesson planning time:

teaching resource

Area Model Multiplication Worksheets

Guide your students to use the area model when solving multi-digit multiplication problems with this 20-page worksheet pack.

teaching resource

Area Model Multiplication Interactive Activity

Help students understand how to use the area model of multiplication when solving multi-digit multiplication problems with this interactive activity.

teaching resource

Area Model for Multiplication Mini-Book

Demonstrate how to use area models for multiplication with this printable mini-book.

Curriculum

VC2M4N06

Develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder <ul> <li>using and choosing efficient calculation strategies for addition and subtraction problems involving larger numbers, for example, place value partitioning, inverse relationship, compatible numbers, jump strategies, bridging tens, splitting one or more numbers, extensions to basic facts, algorithms and digital tools where appropriate</li> <li>using physical or virtual materials to demonstrate doubling and halving strategies for solving multiplication problems; for example, for 5 × 18, using the fact that double 5 is 10 and half of 18 is 9; or using 10 × 18 = 180, then halving 180 to get 90; or applying the associative property of multiplication, where 5 × 18 becomes 5 × 2 × 9, then 5 × 2 × 9 = 10 × 9 = 90 so that 5 × 18 = 90</li> <li>using an array to represent a multiplication problem, connecting the idea of how many groups and how many in each group with the rows and columns of the array, and writing an associated number sentence</li> <li>using materials or a diagram to solve a multiplication or division problem, by writing a number sentence and explaining what each of the numbers within the number sentence refers to</li> <li>representing a multiplicative situation using materials, array diagrams and/or a bar model, and writing multiplication and/or division number sentences, based on whether the number of groups, the number per group or the total is missing, and explaining how each number in their number sentence is connected to the situation</li> <li>using place value partitioning, basic facts and an area or region model to represent and solve multiplication problems; for example, for 16 × 4, thinking 10× 4 and 6 × 4, then 40 + 24 = 64, or a double double strategy where double 16 is 32, double this is 64, so 16 × 4 is 64</li> </ul>
VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>

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