Multiplication of Mixed Numbers with Area Models

Beginning:

• Give students vocabulary cards and allow them to draw visuals for the new terms. Provide them reference materials in their L1 to look up new terms.
• Define partial products in their L1 and L2.

Intermediate:

• Provide vocabulary cards for the key terms and ask students to rephrase the definitions as they go.
• Tell students to copy teacher markings on their whiteboards. Have them state the areas for the two rectangles in their own words.

Beginning:

• Have students work with sympathetic partners that can understand their L1.
• Tell them to explain each step they make to solve the multuplication problem, using their L1 or L2.

Intermediate:

• Tell students to state the steps they used to complete the multiplication problem in their L2, using sentence stems such as, "First, I..." and "Then, I...".
• Encourage them to use the vocabulary cards for assistance in their peer discussions.

Beginning:

• Provide context for the multiplication of a mixed number by a whole number. For example, use a word problem like, "The dolphins at the Monterey Aquarium are fed 1/3 of a bucket of fish each day. The sea otters are fed 2 times as much fish as the dolphins. How many buckets of fish are the sea otters fed each day?"
• Draw visuals to help students picture the relationship depicted in the word problems.

Intermediate:

• Have students tell a partner how they solved one of the problems.
• Ask students to think of a word problem that can represent one of the multiplication problems.