![]() 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. More 100ths beyond that, so you could think of it asħ4 100ths or 7/10 and 400ths, but either way, we are done.Multiplying decimals can be a tricky concept for many students to understand. We have one, two, three, four, five, six, seven 10ths, and then we have four You could also think about it in terms of how many 10ths and You could just write twoĪnd 74 100ths like that, if you're pretty familiar with it. Now, if we wanna write it as a decimal, we would have two wholes, and then we could go to the 10ths place. So as a mixed number, this whole thing would represent 2 74/100. Represent 100th of a whole, and how many of theseġ00ths are filled in? Well, let's see, you haveġ0, 20, 30, 40, 50, 60, 70, and then you have 71, two, three, four. Only partially filled in, and we can see that it hasīeen divided into 100ths, you can see it's a 10 by 10 grid, so each of these squares This as a fraction, really it's going to be a mixed number, I would say that this over In this third whole, so if I'm gonna express So we have one whole, two wholes, and then partially shaded So pause this video and have a go at this. And once again, they want us to express the shaded area asīoth a fraction and a decimal. They say, once again, each big square below represents one whole. ![]() We could say, hey, that's going to be one, and then we get to the 10th place, and then how many 10ths do we have? We have two of them. Now, what about as a decimal? Well, we could just expressġ 2/10 as a decimal. Is split into 10ths, and we filled in two of them. So this is gonna be 1Ģ/10, and we're done. So as a mixed number, we have one and then you have two So we see that we have one whole here, the whole thing is filled out, so this is going to be one whole, and then over here, we have part of this second whole filled out, and it looks like we're dividing this whole into 10 equal sections, and then two of those are filled out. What would this be as a mixed number, and then what would it be as a decimal? All right, now let's do it together. Express the shaded area as both a mixed number and a decimal. We're told each big square below represents one whole. ![]()
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