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Learn about a new Strategic Math Series manual: Teaching multiplication using partial products

Session Type: 
CONCURRENT
Session Day: 
TUESDAY
Session Location: 
Brazilian B
Session Time: 
1:15-2:30 pm
Topics: 
Instructional Strategies

HANDOUT: Learn About a New Strategic Math Series Manual: TEaching Multiplication Using Partial Products.

The Strategic Math Series has been successful in teaching addition and subtraction with regrouping to students with disabilities or receiving tiered instruction (Kaffar & Miller, 2011; Mancl, Miller, & Kennedy, 2012). The methods within these manuals, the concrete-representational-abstract sequence and the RENAME strategy, were successfully extended to multiplication with regrouping (Flores & Franklin, 2014; Flores, Hinton, & Strozier, 2014; Flores, Schweck, Hinton, 201; Flores & Hinton, in press). This session will show participants how to use a new evidence-validated manual and its materials. The manual emphasizes conceptual understanding, the meaning of multiplication, and its relation to other operations. The manual provides materials for teaching multiplication using two different approaches. The session will demonstrate the partial products algorithm taught at the elementary level. Participants will use manipulatives, pictorial representations, and the RENAME strategy to solve multiplication problems that are presented in context using word problems. Participants will leave this session with skills needed to implement these evidence-based practices in their classrooms.

Learning Outcomes and Next Steps:

After participating in this session, attendees will:

  1. have the necessary skills to solve multi-digit multiplication problems using the the partial products algorithm with base-ten blocks.
  2. have the necessary skills to solve multi-digit multiplication problems using the the partial products algorithm with drawings.
  3. have the necessary skills assist students in discriminating between word problem situations that require addition, subtraction, or multiplication.

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