Difference between revisions of "Small Bead Frame: Multiplication by 10, 100, 1000"
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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> | + | *Ssmall bead frame |
| + | *Paper and pencil<br> | ||
=== Preparation === | === Preparation === | ||
| − | <br> | + | <br> |
=== Presentation === | === Presentation === | ||
| − | <br> | + | #Write down the problem 2 x 10 =. |
| + | #Perform this on the frame by sliding forward groups of two beads, changing as necessary. | ||
| + | #Record the product 2 x 10 = 20. | ||
| + | #Repeat the process in the problem 20 x 10 =. | ||
| + | #Record the product 20 x 10 = 200. | ||
| + | #Try this problem 2 x 100 =. | ||
| + | #It would take all day and most of the night to bring forward 100 groups of two beads. | ||
| + | #Recall from the multiplication game-Multiplication by 10, 10, 1000 the simple way to do this. | ||
| + | #Slide forward the 2 beads to correspond to the multiplicand. | ||
| + | #We can multiply 1 x 100 and get 100-slide the one unit back, and slide one hundred forward. | ||
| + | #Repeat for the second unit. | ||
| + | #Record the product 2 x 100 = 200. | ||
| + | #"We went from units to the hundreds. How many jumps did we have to take?" 2 | ||
| + | #"How many zero's are in the product?" 2 | ||
| + | #"The two zero's indicate that we have passed two hierarchies". | ||
| + | #Do many other examples, i.e. 2 x 1000 = to be sure that the child is very comfortable and familiar with this process.<br> | ||
=== Control Of Error === | === Control Of Error === | ||
| − | <br> | + | <br> |
=== Points Of Interest === | === Points Of Interest === | ||
| − | <br> | + | We are limited by the frame to having a multiplicand of only one digit when the multiplier is 1000 and viceversa.<br> |
=== Purpose === | === Purpose === | ||
| − | <br> | + | *Tto understand of the use of the small bead frame in performing multiplication. |
| + | *To reinforce the concepts of the relative positions of the hierarchies, and changing from one hierarchy to another.<br> | ||
=== Variation === | === Variation === | ||
| − | <br> | + | <br> |
=== Links === | === Links === | ||
| − | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
| − | <br> | + | <br> |
| − | [[Category:Mathematics]] | + | [[Category:Mathematics]][[Category:Mathematics_6-9]] |
Latest revision as of 04:14, 20 July 2009
Contents
Age
6-9.
Materials
- Ssmall bead frame
- Paper and pencil
Preparation
Presentation
- Write down the problem 2 x 10 =.
- Perform this on the frame by sliding forward groups of two beads, changing as necessary.
- Record the product 2 x 10 = 20.
- Repeat the process in the problem 20 x 10 =.
- Record the product 20 x 10 = 200.
- Try this problem 2 x 100 =.
- It would take all day and most of the night to bring forward 100 groups of two beads.
- Recall from the multiplication game-Multiplication by 10, 10, 1000 the simple way to do this.
- Slide forward the 2 beads to correspond to the multiplicand.
- We can multiply 1 x 100 and get 100-slide the one unit back, and slide one hundred forward.
- Repeat for the second unit.
- Record the product 2 x 100 = 200.
- "We went from units to the hundreds. How many jumps did we have to take?" 2
- "How many zero's are in the product?" 2
- "The two zero's indicate that we have passed two hierarchies".
- Do many other examples, i.e. 2 x 1000 = to be sure that the child is very comfortable and familiar with this process.
Control Of Error
Points Of Interest
We are limited by the frame to having a multiplicand of only one digit when the multiplier is 1000 and viceversa.
Purpose
- Tto understand of the use of the small bead frame in performing multiplication.
- To reinforce the concepts of the relative positions of the hierarchies, and changing from one hierarchy to another.
Variation
Links
Handouts/Attachments
