Difference between revisions of "Horizontal Golden Bead Frame: Carrying Mentally"
From wikisori
(New page: === Age === <br> === Materials === <br> === Preparation === <br> === Presentation === <br> === Control Of Error === <br> === Points Of Interest === <br> === Purpose...) |
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| Line 1: | Line 1: | ||
=== Age === | === Age === | ||
| − | <br> | + | 7-8.<br> |
=== Materials === | === Materials === | ||
| − | <br> | + | *The Horizontal Bead Frame |
| + | *Box of 4 series of gray cards on which 1-9 is written in black | ||
| + | *Strips of white paper<br> | ||
=== Preparation === | === Preparation === | ||
| − | <br> | + | The child sets up the multiplication problem on the frame. |
| + | |||
| + | 2443<br>x 46<br> | ||
=== Presentation === | === Presentation === | ||
| − | <br> | + | #3 x 6 = 18 move down 8 units, remember one ten in your head. |
| + | #5 x 6 = 30...+1 = 31 move down 1 ten, remember 3 hundreds. | ||
| + | #4 x 6 = 24...+3 = 27 hundreds-move down 7 hundreds, etc. | ||
| + | #Record the partial product and clear the frame before beginning multiplication by the tens.<br> | ||
=== Control Of Error === | === Control Of Error === | ||
| − | <br> | + | <br> |
=== Points Of Interest === | === Points Of Interest === | ||
| − | <br> | + | The work done with this frame is on a higher level of abstraction than the work with the hierarchic frames. |
| + | |||
| + | In both activities the tens, hundreds and thousands of the multiplier were reduced by a power of 10, while the multiplicand increased by a power of 10. The same work was done in two different ways.<br>At the end of this work the child should understand that when he starts multiplying with a new digit of the multiplier, he must move over one hierarchy. The partial products must start from the same hierarchy as the corresponding digit of the multiplier.<br> | ||
=== Purpose === | === Purpose === | ||
| − | <br> | + | *This activity forms the basis for an understanding of the function of multiplication with a multiplier of two or more digits, and a preparation for abstract solution. |
| + | *The child doing this activity will be stimulated to invent his own problems.<br> | ||
=== Variation === | === Variation === | ||
| − | <br> | + | <br> |
=== Links === | === Links === | ||
| − | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
| − | <br> | + | <br> |
[[Category:Mathematics]] | [[Category:Mathematics]] | ||
Revision as of 05:03, 30 June 2009
Contents
Age
7-8.
Materials
- The Horizontal Bead Frame
- Box of 4 series of gray cards on which 1-9 is written in black
- Strips of white paper
Preparation
The child sets up the multiplication problem on the frame.
2443
x 46
Presentation
- 3 x 6 = 18 move down 8 units, remember one ten in your head.
- 5 x 6 = 30...+1 = 31 move down 1 ten, remember 3 hundreds.
- 4 x 6 = 24...+3 = 27 hundreds-move down 7 hundreds, etc.
- Record the partial product and clear the frame before beginning multiplication by the tens.
Control Of Error
Points Of Interest
The work done with this frame is on a higher level of abstraction than the work with the hierarchic frames.
In both activities the tens, hundreds and thousands of the multiplier were reduced by a power of 10, while the multiplicand increased by a power of 10. The same work was done in two different ways.
At the end of this work the child should understand that when he starts multiplying with a new digit of the multiplier, he must move over one hierarchy. The partial products must start from the same hierarchy as the corresponding digit of the multiplier.
Purpose
- This activity forms the basis for an understanding of the function of multiplication with a multiplier of two or more digits, and a preparation for abstract solution.
- The child doing this activity will be stimulated to invent his own problems.
Variation
Links
Handouts/Attachments
