Here is a multiplication we have never tackled before: 23 × 14. Both numbers have two digits. Roughly how big do you think the answer will be? More than 100? More than 300? Give me your best estimate before we work anything out.
Each interactive shows a rectangle already split into four boxes, one for each pair of parts. Notice the four answers in the boxes. We will line them up by place value before adding. Keep an eye on which box turns out biggest.
We work through this one together: 42 × 36. One pupil comes to the board and drags the partitions so 42 splits into 40 and 2, and 36 into 30 and 6. Everyone else watches the four boxes appear and calls out each partial with the class before we check it: first 40×30, then 40×6, then 2×30, and finally 2×6.
In your maths copy, sketch the 2×2 area-model grid for 23 × 14 (our first product). Break it into four boxes: 20×10, 20×4, 3×10, 3×4. Write each sub-product inside its box, then total them at the bottom.
We work through these products together, in order: 28 × 23, then 47 × 35. If time allows, we push on to the stretch pair: 64 × 19, then 87 × 96. Each one adds a wrinkle: bigger tens, then a bigger units digit, then numbers close to a round hundred. Partition both factors, find the four boxes, and check the total.
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