Difference between revisions of "Bead Bars Multiplication"
From wikisori
m (1 revision) |
|||
| (One intermediate revision by the same user not shown) | |||
| Line 1: | Line 1: | ||
| + | [[Image:BeadBarMultiplication.jpg]] | ||
| + | |||
=== Age === | === Age === | ||
| − | 6-9.<br> | + | 6-9.<br> |
=== Materials === | === Materials === | ||
| Line 10: | Line 12: | ||
=== Preparation === | === Preparation === | ||
| − | <br> | + | <br> |
=== Presentation === | === Presentation === | ||
| − | + | 1. We are going to represent the table of a certain number with bead bars. | |
| − | + | ||
| − | + | 2. The child is invited to choose a number, e.g., 8. | |
| − | + | ||
| − | + | 3. We start with 8 taken one time. One 8 bar is laid horizontally 8 x 1 = ? | |
| − | + | ||
| − | + | [[Image:8-bar.jpg]] | |
| − | + | ||
| − | + | 4. The product is also represented by one 8 bar (laid vertically below the first) The child writes 8 x 1 = 8. | |
| + | |||
| + | 5. Now take 8 two times. The two 8 bars are laid horizontally 8 x 2 = ? | ||
| + | |||
| + | [[Image:8-bar.jpg]]<br>[[Image:8-bar.jpg]]<br> | ||
| + | |||
| + | 6. A ten bar and a six bar to represent the product are laid vertically, thus making a double row. | ||
| + | |||
| + | [[Image:6-bar.jpg]]<br> [[Image:10-bar.jpg]]<br> | ||
| + | |||
| + | 7. The child writes the equation in his notebook. 8 x 2 = 16 | ||
| + | |||
| + | 8. This continues until 8 x 10 = 80. | ||
| + | |||
| + | 9. Observe the geometric figures which have been formed with the 8 bars: | ||
| + | |||
| + | 8x1 is a line:<br> [[Image:8-bar.jpg]] | ||
| + | |||
| + | 8x2 is a rectangle<br> [[Image:8-bar.jpg]] <br> [[Image:8-bar.jpg]] <br> | ||
| + | |||
| + | and so on...<br> | ||
| + | |||
| + | <br> 8x8 represents a square, etc.<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> | ||
=== Control Of Error === | === Control Of Error === | ||
| − | <br> | + | <br> |
=== Points Of Interest === | === Points Of Interest === | ||
| − | Notice the rectangles that come before the square have a base longer than the height. The rectangles that come after the square have a base which is shorter than the height. 8x8 produced a square, which is when the number was multiplied by itself.<br><br> | + | Notice the rectangles that come before the square have a base longer than the height. |
| + | |||
| + | [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> | ||
| + | |||
| + | The rectangles that come after the square have a base which is shorter than the height. | ||
| + | |||
| + | [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br>[[Image:8-bar.jpg]]<br> | ||
| + | |||
| + | <br> 8x8 produced a square, which is when the number was multiplied by itself.<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> [[Image:8-bar.jpg]]<br> | ||
| + | |||
| + | <br> | ||
=== Purpose === | === Purpose === | ||
| Line 46: | Line 80: | ||
=== Variation === | === Variation === | ||
| − | <br> | + | <br> |
=== Links === | === Links === | ||
| − | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
| − | <br> | + | <br> |
| − | [[Category:Mathematics]][[Category:Mathematics_6-9]] | + | [[Category:Mathematics]] [[Category:Mathematics_6-9]] |
Latest revision as of 19:15, 31 January 2010
Contents
Age
6-9.
Materials
- Box containing colored bead bars 1-10, 55 of each
- Chart I (for control)
Preparation
Presentation
1. We are going to represent the table of a certain number with bead bars.
2. The child is invited to choose a number, e.g., 8.
3. We start with 8 taken one time. One 8 bar is laid horizontally 8 x 1 = ?
4. The product is also represented by one 8 bar (laid vertically below the first) The child writes 8 x 1 = 8.
5. Now take 8 two times. The two 8 bars are laid horizontally 8 x 2 = ?
6. A ten bar and a six bar to represent the product are laid vertically, thus making a double row.
7. The child writes the equation in his notebook. 8 x 2 = 16
8. This continues until 8 x 10 = 80.
9. Observe the geometric figures which have been formed with the 8 bars:
8x1 is a line:
8x2 is a rectangle
and so on...
8x8 represents a square, etc.
Control Of Error
Points Of Interest
Notice the rectangles that come before the square have a base longer than the height.
The rectangles that come after the square have a base which is shorter than the height.
8x8 produced a square, which is when the number was multiplied by itself.
Purpose
Direct Aim:
- To help the child with the memorization of the multiplication tables.
- To bring the child to awareness of the functions of the multiplier and the multiplicand.
Indirect Aim:
- To understand that a number when multiplied by ten results in the same number of tens and zero units.
- To realize that a number multiplied by itself results in a square to give the concept of forming surfaces, starting with a line, progressing to rectangles
Variation
Links
Handouts/Attachments
