Difference between revisions of "Bead Bars Multiplication"
From wikisori
(New page: === Age === <br> === Materials === <br> === Preparation === <br> === Presentation === <br> === Control Of Error === <br> === Points Of Interest === <br> === Purpose...) |
|||
| Line 1: | Line 1: | ||
=== Age === | === Age === | ||
| − | <br> | + | 6-9.<br> |
=== Materials === | === Materials === | ||
| − | <br> | + | *Box containing colored bead bars 1-10, 55 of each |
| + | *Chart I (for control)<br> | ||
=== Preparation === | === Preparation === | ||
| − | <br> | + | <br> |
=== Presentation === | === Presentation === | ||
| − | <br> | + | #We are going to represent the table of a certain number with bead bars. |
| + | #The child is invited to choose a number, i.e., 8. | ||
| + | #We start with 8 taken one time. One 8 bar is lain horizontally 8 x 1 = ?8. | ||
| + | #The product is also represented by an 8 bar (lain vertically below the first) The child writes 8 x 1 = 8. | ||
| + | #Now take 8 two times. The two 8 bars are lain horizontally 8 x 2 = ?16. | ||
| + | #A ten bar and a six bar to represent the product are lain vertically, thus making a double row, | ||
| + | #The child writes the equation in his notebook. | ||
| + | #This continues until 8 x 10 = 80. | ||
| + | #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.<br> | ||
=== Control Of Error === | === Control Of Error === | ||
| − | <br> | + | <br> |
=== Points Of Interest === | === Points Of Interest === | ||
| − | <br> | + | 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> |
=== Purpose === | === 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 === | === Variation === | ||
| − | <br> | + | <br> |
=== Links === | === Links === | ||
| − | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
| − | <br> | + | <br> |
[[Category:Mathematics]] | [[Category:Mathematics]] | ||
Revision as of 04:23, 26 June 2009
Contents
Age
6-9.
Materials
- Box containing colored bead bars 1-10, 55 of each
- Chart I (for control)
Preparation
Presentation
- We are going to represent the table of a certain number with bead bars.
- The child is invited to choose a number, i.e., 8.
- We start with 8 taken one time. One 8 bar is lain horizontally 8 x 1 = ?8.
- The product is also represented by an 8 bar (lain vertically below the first) The child writes 8 x 1 = 8.
- Now take 8 two times. The two 8 bars are lain horizontally 8 x 2 = ?16.
- A ten bar and a six bar to represent the product are lain vertically, thus making a double row,
- The child writes the equation in his notebook.
- This continues until 8 x 10 = 80.
- 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
