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Do your students have a consistent journey in multiplication? Or do they learn method after method without meaning but simply process.
If you consider multiplication from early multiplication to factorising double brackets, maybe you are teaching 8 different methods of multiplication?
What if we could use one model and then compare and contrast the changes to that model at each point.
This is my reflections on what building a continuous planned and purpose journey of multiplication can look like.
Shared by Darren Kuropatwa, 1 save total