necessary. Ask students to discuss how putting the single-digit numeral (3 tenths) as the top number affects the recording of partial products? (It does not. The process is the same. The order is different.) Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students. Name Date Estimate the product. Solve using an area model and the standard algorithm. Remember to express your products in standard form. 22 × 2.4 ≈ _______ × _______ = _______ 3.1 × 33 _______ × _______ = _______
necessary. Ask students to discuss how putting the single-digit numeral (3 tenths) as the top number affects the recording of partial products? (It does not. The process is the same. The order is different.) Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students. Name Date Estimate the product. Solve using an area model and the standard algorithm. Remember to express your products in standard form. 22 × 2.4 ≈ _______ × _______ = _______ 3.1 × 33 _______ × _______ = _______