Area Models Two Digit Multiplication

It's so important to teach our students different strategies for multiplication.

One strategy for two digit by two digit multiplication is called AREA MODEL.

This means that we decompose the numbers into their expanded form, and then multiply each part.

I created a Kahoot game on two digit by two digit multiplication here:

https://play.kahoot.it/#/k/31b883a4-5ac2-40cf-a5a5-2417d2e4704c

For example 23 x 17 becomes 20+3 and 10+7

Then as you can see below

Then I add up all my partial products to get my final product. 200+140+30+21=391

Here's an example I did on our interactive whiteboard.

http://www.mathlearningcenter.org/web-apps/number-pieces/

Here's one I found online.

Another example. 

Unit Two

Our next unit is moving away from place value and moving toward multiplication!
We will be using what we know about rounding to help us estimate problems. For example, if I'm solving 33 x 48 I can estimate 30 x 50 = 1,500. I know my product will be pretty close to 1,500. 

Unit Summary: 
Students are expected to use strategies to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include estimation, algorithms, mental math, partial products, and associative/commutative/distributive properties.

TEKS: 

4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:

4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings;

4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;

4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers;

4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:

4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;

Vocabulary:
Add, Sum, Subtract, Difference, Place Value, Digit, Expanded Notation, Whole, One-Digit Number, Two-Digit Number, Pattern, Product, Properties of Operation, Area Model, Array, Equation, Number Sentence, Factor, Multiplication, Perfect Square, Partial Product, Algorithm, Mental Math, Strategy, Commutative Property, Associative Property, Distributive Property, Compatible Numbers, Estimate, Round, Solution, Product, Addend, Strip Diagram, Bar Model, Variable