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ERIC Number: EJ875476
Record Type: Journal
Publication Date: 2004
Pages: 6
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0740-8404
Insights into the Area Model when Connecting Multiplication with Whole Numbers to Decimal Numbers
Yarema, Connie; Williams, Carol
AMATYC Review, v26 n1 p38-43 Fall 2004
This article describes a valuable lesson that university mathematics faculty members learned from fifth grade and middle school teachers in a professional development workshop. The goal of the workshop was to show how models for whole number operations could be linked to models for rational numbers and to connect the traditional algorithms to the models. While working problems, most of the teachers modeled multiplication of whole numbers, fractions, and decimals using the newly taught area model. Several presented an area model for decimals in an unanticipated way that led to an incorrect answer. The lesson learned was that to attain correct products from models, consistency in setting up the factors in an area model for multiplication is needed as the factors change from whole numbers to fractions and decimals. In the case of using base-10 blocks to represent the factors, the name of the block must be the same as the upper surface area of the block so that correct answers can be interpreted when modeling multiplication of whole numbers and decimals.
American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 5; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A