Difference between revisions of "Bead Bars Multiplication"

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(New page: === Age === <br> === Materials === <br> === Preparation === <br> === Presentation === <br> === Control Of Error === <br> === Points Of Interest === <br> === Purpose...)
 
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=== 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 =&nbsp;?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 =&nbsp;?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  ===
  
<br>
+
'''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''':
 +
 
 +
*&nbsp;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

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, i.e., 8.
  3. We start with 8 taken one time. One 8 bar is lain horizontally 8 x 1 = ?8.
  4. The product is also represented by an 8 bar (lain vertically below the first) The child writes 8 x 1 = 8.
  5. Now take 8 two times. The two 8 bars are lain horizontally 8 x 2 = ?16.
  6. A ten bar and a six bar to represent the product are lain vertically, thus making a double row,
  7. The child writes the equation in his notebook.
  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