Understanding the Area Model across grade levels Laurie Holtsbery Salem Hyde Instructional Coach lholtsbery@scsd.us

Goals To identify the structures of the progression students experience with the area model across grade levels To know what students experienced before your grade level To know how what you are teaching will impact future grade levels

24 x 36 = Try it Solve the following how your students might solve it: Extension: Can you solve (a + b) 2 ?

Card Sort With your group look at the different examples of area model teaching points from different grade levels. You and your team will try to put these in a progression. While you are working together do the following: TALK!! Talk about what you notice and the similarities and differences between examples Talk about why you think it goes in a certain order Talk about what might be from your grade level and what you notice might come from the grade levels leading up to your grade level and after

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.MD. 7. Relate area to the operations of multiplication and addition. (c) Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning 4.NBT. 5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT. 6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models 5.NBT. 6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Kindergarten Module 3 lesson 16 informal introduction to area

Grade 3 Module 1 lesson 2

Grade 3 Module 1 Lesson 8

Grade 3 Module 1 Lesson 9

Grade 3 Module 1 Lesson 18 – distributive property with unit language and number bonds

Grade 3 Module 1 Lesson 19 – distributive property with division

Grade 3 Module 3 Lesson 9

Grade 3 Module 3 Lesson 19

Grade 3 Module 4 Lesson 4

Grade 3 Module 4 Lesson 5

Grade 3 Module 4 Lesson 7

Grade 3 Module 4 Lesson 10

Grade 3 Module 4 Lesson

Grade 3 Module 4 Lesson 11

Grade 3 Module 4 Lesson 12

Grade 4 Module 3

Grade 4 Module 3

Grade 4 Module 3

Grade 4 Module 3

Grade 4 Module 3

Grade 5 Module 2

Grade 5 Module 2

43 x 2.4 = Grade 5 Module 2

Grade 5 Module 2

Grade 5 Module 4

Grade 5 Module 5

Grade 6 Module 2

Grade 6 Module 2

Grade 6 Module 4

Grade 6 Module 4

Grade 7 Module 3

Algebra Lesson 1 – in Algebra they call this a table not the area model.

Probability and the area model https://www.youtube.com/watch?v=HU2tCmF4SKE

Engageny.org resources https://www.engageny.org/resource/multiplication-with-arrayarea- models-and-the-rekenrek https://www.engageny.org/resource/grade-5-math-visual-model- representations-tape-diagram-and-area-model-5nf1-and-5nf4a