Thank you, Ms. Hugenberg for taking the time to provide this video. I have 18 students in my 5th-grade class-- 14 IEPs, 2 ESLs, and 2 more that comes to me for Math instruction that is from an ESE self-contained classroom. These decimal multiplication examples using concrete models (base-ten blocks) will really provide my students with a hands-on approach. Many of them are still struggling with the standard multiplication algorithm method. I truly believe concrete is the path to abstraction. Again, thank you so much for this video.
I watched it to the end twice, and think I finally understand. The piece I wasn't getting was why you were filling in with the random rods and tiny squares. Thank you for taking time to create and post the video.
Deepak Nair, dude... she/he doesn’t understand so you don’t have the right to call him an idiot because she/he doesn’t understand. That’s like calling an old lady dumb because she can’t walk. *Taste your medicine Idiot*
I did not want to reply to this comment as it is quite old. But I'm still doing it.. it's not about how useful something can be.. we are not machines to just do mechanical calculation. I believe there are many people like me who love to understand the mathematical concepts in a meaningful way. Everything in math has a meaning. Seeking it or sharing it, is not at all useless..
I would first have your daughter estimate by rounding the two decimals. She should know that when multiplying by a number greater than one the product will get larger than the first factor and when multiplying by a number less than one the product will get smaller than the first factor. These two things will help her make sense of her answers. In order to fully understand multiplying decimals she will need to understand *how to model a decimal by a whole number. This shows groups of that decimal so it is repeated addition * how to model a decimal less than one by another decimal less than one (.5 x .3 = .15). * once this is taught I teach my students the area model and then the standard algorithm with an explanation of why the standard algorithm works. Unfortunately it is difficult to help in this forum without understanding what your daughter already knows. I hope I could be of some help.
This is fantastic! I gained understanding I've never had befofre - Thank you!
Thank you! I didn't understand this topic, but when I watched this video, I understanded.
Now that's a person who can teach way better then my teacher
This was great to watch. Now I understand what my daughter is doing and you were so clear now I can explain it to her. Thank you very much.
Thank you, Ms. Hugenberg for taking the time to provide this video. I have 18 students in my 5th-grade class-- 14 IEPs, 2 ESLs, and 2 more that comes to me for Math instruction that is from an ESE self-contained classroom. These decimal multiplication examples using concrete models (base-ten blocks) will really provide my students with a hands-on approach. Many of them are still struggling with the standard multiplication algorithm method. I truly believe concrete is the path to abstraction. Again, thank you so much for this video.
Thank you!! You just helped me with my graduate-level class!!
Confused 🙈
Where did you get the blocks from? I'm looking for a set to help my son understand this better.
Amazon carries them. So do Teacher stores like LakeShore or Teacher Heaven
Thanks!
I watched it to the end twice, and think I finally understand. The piece I wasn't getting was why you were filling in with the random rods and tiny squares. Thank you for taking time to create and post the video.
how would you draw a multiplication problem like this with thousandths or hundredths?
You can have hundredths with the small cubes (normally the ones) but you can't do thousandths.
Glad it helped!
Michelle Hugenberg i'm always correct
This helped a lot
good work
Pls make a vedio with this blocks upto 2 and 3 decimals place multiplication
Y we r adding extra for 2 nd number?
Great video Michelle! Do you have one that models multiplication of a decimal by a decimal less than one? ex. 2.9 x .3
Bruh cream
Thank you. I will show this video to my 5th Graders in hopes it will help them to hear the same thing from another teacher. Great job!! :-)
Y to make complete rectangle
Thx
WOW that is SO INSANE that this video has 130,488 views!!!!!
This made me really clear, thank you so much.
please show how does it work in hundredths?
This didn't really help...
Deepak Nair, dude... she/he doesn’t understand so you don’t have the right to call him an idiot because she/he doesn’t understand. That’s like calling an old lady dumb because she can’t walk. *Taste your medicine Idiot*
@@fallenflowers9036 SAY IT LOUDER
I am i 6th grade and this helped a lot AND IT WAS NOT CONFUSING
awesme
What would you do for 2.1 times 2.3
hello and thanks
thx thx THx!!!!!
please help so confused
thx
it kinda heled
Thank you for sharing!
This helped so much I came from 0 understanding to 100+ understanding.
Thank You!
this made me tired
This is ridiculous and overcomplicated. All these steps are completely unnecessary and useless in the real world.
I did not want to reply to this comment as it is quite old. But I'm still doing it.. it's not about how useful something can be.. we are not machines to just do mechanical calculation. I believe there are many people like me who love to understand the mathematical concepts in a meaningful way. Everything in math has a meaning. Seeking it or sharing it, is not at all useless..
Praise God for this video
Very nice video. Thank you.
Get thw point
Excellent. Thank you sooo much!!!
Thanks! :)
Good explanation. Thank u.
Kinda like exploding dots
thanks! you made this really clear for me! my math teacher isn't the best... lol
Thank u so much super helpful
so predictable!
can you make a video dont understand
confusing
hi
Did not help
I can't seem to understand mulitipling the two decimals, please send me more help I have a fifth grader who needs help.
I would first have your daughter estimate by rounding the two decimals. She should know that when multiplying by a number greater than one the product will get larger than the first factor and when multiplying by a number less than one the product will get smaller than the first factor. These two things will help her make sense of her answers.
In order to fully understand multiplying decimals she will need to understand
*how to model a decimal by a whole number. This shows groups of that decimal so it is repeated addition
* how to model a decimal less than one by another decimal less than one (.5 x .3 = .15).
* once this is taught I teach my students the area model and then the standard algorithm with an explanation of why the standard algorithm works.
Unfortunately it is difficult to help in this forum without understanding what your daughter already knows. I hope I could be of some help.
.....what
This helped alot thanks 😀😀😀😀😀😀😆
lul
Helped me understand😁
helpful
It helped my son
You lost me at Minute 3 and 18 seconds. I'm the mom just trying to help my 5th grade math student.
it made me so tired and bored.
You know actually how to explain
It didn't help I'm looking like 😐😑😲🤤😭😡
hi