Michelle Svenson December 18, 2013

Distributive property as a key to understanding Vedic Multiplication

4th Grade Mathematics; Two parts, ~50 minutes each

Wholeness
The students must understand how Vedic Multiplication works in a conceptual way. With just a procedural understanding, much more memorizing and drilling is necessary. But with a deeper understanding of why it works, the procedure will be second nature. The key to understanding how it works is the distributive property. When students can see the different processes involved in a multiple-digit multiplication problem, they will be able to piece together how the problem works as a whole. Science of Creative Intelligence: With a connection to the whole of the knowledge, students will be able to do the procedure more effectively. Just like this, our connection to the transcendent, the wholeness of life, allows us to experience ease on the surface of life.

Common Core Standards

Standards for Mathematical Practice 4. Model with mathematics 7. Look for and make use of structure. Number and Operations in Base Ten Fourth Grade Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4.NBT.5.)

Main Points
1. Distributive Property for Multiplication: You can break math problems up into parts. Sometimes it is useful when you break up a multiplication problem into place values. For example, you can split 3x15 into 3x10 and 3x5, and then add both answers (these answers are called partial products, because they are part of the whole product). 2. The Urdhva method is a way of multiplying that includes all of the processes, just in a different order. For example, in 12x34, you first do 2x4, then write down then

answer. Then you do 1x4 and 2x3 (and add the partial products), and write the answer to the left of that. Then you do 1x3 and write the answer at the very left. If you are doing four digit by one digit multiplication, the processes are even more similar. The only difference is that you are adding in between each multiplication step. In other words, in 1234x5, you are actually doing 5x4 + 5x30 + 5x200 + 5x1000, adding after each product is found.

Objectives
Day 1: (1) The kids should be able to model a multiplication problem using Base-10 Blocks (2) The should be able to explain the distributive property in terms of numbers and the Base-10 blocks Day 2: The kids should be able to understand and explain (1) What the different processes are in the distributive method of multiplication and in the Urdhva method of multiplication (2) why you have to put the second product in the Urdhva method to the left of the first product, and the third to the left of the second etc.

Differentiation
There will be several different engaging activities, including hands-on modeling with base-10 blocks, group and whole-class discussion, as well as arithmetic problems and questions requiring writing. There should be many opportunities for students who are behind to catch up or for students who are ahead to be challenged.

Materials
Base 10 blocks for each group Worksheets for homework Around the World Cards The math books (for homework)

Procedure
DAY 1: Before 1. Introduce Base-10 blocks, let kids work with them. I will ask questions about what they think each represents (and why). Then they will practice representing numbers: Work with a partner, partner comes up with a number and the other partner tries to represent it with the base-10 blocks. During 2. I will ask them to represent (in pairs) a multiplication problem with the base-10 blocks (5x16), then figure out the answer from looking at the blocks and write it

down. If they finish fast, Ill have them think about how it compares to arrays and/or why base-10 is particularly useful. We can also trade in all of the ones pieces for tens pieces (10 ones makes a 10). 3. Discuss: How they are like arrays? (If they need, I will do a quick review of arrays/area models). Why can modeling this be useful? (Here I am getting at: it is faster to count by tens than ones, so we do that first. We count the blue "ten" pieces first. Then we can count the ones pieces. They will also be able to see the relationship between the parts of the problem, like 5x10 and 5x6. I will introduce the term partial products here, which is used in their book a lot. This will be expanded in the next example.) I would like to call on someone to show the steps on the board. What does this show us? (that 5x16 is the same as 5x10 + 5x6.) 4. One more: 6x17. More discussion. Show process on the board. 5. Practice with numbers on the board: 7x18, 8x112, 3x102. 6. Around the world with the Distributive Property (I want to make cards with different processes on them and have them come up with the original multiplication sentence. For example, a card would say 6x10 + 6x5 and they would have to say "6x15" before the other person to move to the next desk). We might not get to this, in which case we can do it as a review on Tuesday. After P. 252, #9, 10 & 11: Solve using distributive property. Show the steps! DAY 2: Before Address classroom rules. Go over homework: 467x6, $136x9, 7689x8 Show with distributive property and explain. If there is some misunderstanding or misconceptions, correct it here with class discussion. During Have someone come up and solve the last problem (7689x8) with the Urdhva method of multiplication. Randomly assign partners. If there is an odd number of students, allow a group of 3. Have them bring a sheet of paper discuss whether there are the same processes in each method (distributive and Urdhva). If they need more scaffolding, ask them to write out each part of the Urdhva method, even the ones they do in their heads. Bring back together for whole group discussion. Have each group present their ideas. Control for ideas that are off track, and emphasize or clarify ideas that are ideal.

Summarize (there are the same processes, they are just in a different order). Briefly discuss how the distributive rule changes when there are multiple digits. Try to get kids to come up with the answer. Ask them to think: Do you think the same processes would be present between the Urdhva Method and the Distributive method if we were doing two-by-two multiplication? After We are going to start on the homework. (pass out worksheets) 1. make up a two digit by two digit multiplication problem. 2. Solve it by using the distributive property, and write down every step. 3. Solve it using the urdhva method and show every step. 3. Why is it important to do the different steps (|x|) in order? I have given the kids the tools to figure this out, but they will perhaps need a bit more encouragement.