![]() Provide students with grids and have them use the grids to show their work and arrive at a solution. Create a set of problems that involve real-life scenarios, such as calculating the total cost of several items that cost different amounts. Finally, have students add up the products to get the final answer.Īfter students have mastered the basics of multiplying decimals using grids, it’s time to challenge them with word problems. Then, guide the students through the process of multiplying each digit of the second number by each digit of the first number, filling in the boxes with the appropriate products. Have students label the top row with the first decimal number, the left column with the second decimal number, and the remaining boxes with the products of the two numbers. Begin by drawing a grid with three rows and three columns. Once students have mastered multiplying whole numbers by decimals, it’s time to move on to multiplying two decimal numbers. This will reinforce the concept of shifting the decimal point to the right and show students how to make the necessary calculations. Finally, have them use the grid to multiply the whole number by the decimal number. After this, students will use each box of the grid to represent each digit of the whole number. Next, have them create a grid by drawing two horizontal lines and two vertical lines to create a 2×2 square. ![]() Explain to them how multiplying decimals by 10, 100, or 1000 is equivalent to shifting the decimal point to the right. Multiplying Whole Numbers by Decimal Numbers:īegin by having students multiply whole numbers by decimal numbers. Here are several activities teachers can use to teach students how to multiply decimals using grids:ġ. Grids provide students with a visual representation of how decimals are multiplied, making it easier for them to grasp the concept and apply it in real-world scenarios. One effective strategy is to use grids to teach students how to multiply decimal numbers. Luckily, there are several effective strategies teachers can use to help students grasp the concept more easily. ![]() And we're done.Multiplying decimals can be a tricky concept for many students to understand. And then if you were to do a percent, well, this is 44 per 100, or 44/100, but even here I like lookĪt it as 44 per 100 or 44%. Now, what about as a decimal? Well, 44/100, you could say, well, you have your ones place, and then this is the same thing. We could divide the numeratorĪnd the denominator by four, in which case you would get 11 over 25. Row is 10, 20, 30, 40, and then one, two, three, four. And how many of them are there? Well, let's see, this This is a 10 by 10 grid, so there's 100 equal sections here. So see if you can represent this as the part that's shaded Or another way of thinking about it, 60 per, instead of 100 you could say cent. Multiply the numerator and the denominator by 10, that's the same thing as 60 per 100. Now, what about a percentage? Well, percent means per 100, so one way to thinkĪbout it is six over 10 is the same thing as what per 100? That is equal to, if we And so we have 6/10, so you could just put it right over there. What decimal would it be? Pause the video again and If you divide the numeratorĪnd the denominator by two, that's the same thing as three over five. ![]() So the blue represents 6/10 of a whole, or it represents, youĬould just say, 6/10. Nine, 10 equal sections, and six of them are filled in. Into one, two, three, four, five, six, seven, eight, Well, let's first thinkĪbout it as a fraction. Part that is shaded in blue as a fraction, as a decimal, and as a percent. What we're going to do in this video is try to represent the Assume that this entire square represents a whole. ![]()
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