Difference between revisions of "Small Bead Frame: Multiplication with a One-Digit Multiplier"
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> | + | 6-7.<br> |
=== Materials === | === Materials === | ||
− | <br> | + | *Bbead frame |
+ | *Small form<br> | ||
=== Preparation === | === Preparation === | ||
− | <br> | + | <br> |
=== Presentation === | === Presentation === | ||
− | <br> | + | #To isolate the difficulty of decomposing the multiplicand, we begin with a static multiplication. |
+ | #From then on the child will work with dynamic problems. | ||
+ | #2321<br>x 3<br>Write the problem on the left side of the form. | ||
+ | #The first thing we must do is to decompose the multiplicand. | ||
+ | #"There are how many units?" 1, write 1 on the right side under units. | ||
+ | #All of this we must multiply by 3. | ||
+ | #On the bead frame, perform the multiplication. | ||
+ | #1 x 3 = 3, move forward three units beads. | ||
+ | #2 x 3=6, but 6 what? 6 tens! Move forward 6 ten beads, etc. (By this time the child should have memorized the combinations and should bring forward the product of the small multiplication) | ||
+ | #Read the product and record it on the left side of the form. | ||
+ | #Try a dynamic multiplication | ||
+ | #2463<br>x 4<br>Decompose the multiplicand in the same way as before. | ||
+ | #Perform the multiplication 3 x 4 = 12, 12 is 2 units and 1 ten...6 x 4 = 24, 24 what? 24 tens 4 tens and 2 hundreds, etc. | ||
+ | #Read the product on the frame and record it.<br> | ||
=== Control Of Error === | === Control Of Error === | ||
− | <br> | + | <br> |
=== Points Of Interest === | === Points Of Interest === | ||
− | <br> | + | <br> |
=== Purpose === | === Purpose === | ||
− | <br> | + | *To help the child understand the importance of the position of each digit.<br> |
=== Variation === | === Variation === | ||
− | <br> | + | #Try performing any one of these multiplications out of order, i.e. 6 x 4 = 24 tens, 2 x 4 = 8 thousands, 3 x 4 = 12 units and 4 x 4 = 16 hundreds. The product is still the same.<br> |
=== Links === | === Links === | ||
− | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
− | <br> | + | <br> |
[[Category:Mathematics]] | [[Category:Mathematics]] |
Revision as of 04:41, 30 June 2009
Contents
Age
6-7.
Materials
- Bbead frame
- Small form
Preparation
Presentation
- To isolate the difficulty of decomposing the multiplicand, we begin with a static multiplication.
- From then on the child will work with dynamic problems.
- 2321
x 3
Write the problem on the left side of the form. - The first thing we must do is to decompose the multiplicand.
- "There are how many units?" 1, write 1 on the right side under units.
- All of this we must multiply by 3.
- On the bead frame, perform the multiplication.
- 1 x 3 = 3, move forward three units beads.
- 2 x 3=6, but 6 what? 6 tens! Move forward 6 ten beads, etc. (By this time the child should have memorized the combinations and should bring forward the product of the small multiplication)
- Read the product and record it on the left side of the form.
- Try a dynamic multiplication
- 2463
x 4
Decompose the multiplicand in the same way as before. - Perform the multiplication 3 x 4 = 12, 12 is 2 units and 1 ten...6 x 4 = 24, 24 what? 24 tens 4 tens and 2 hundreds, etc.
- Read the product on the frame and record it.
Control Of Error
Points Of Interest
Purpose
- To help the child understand the importance of the position of each digit.
Variation
- Try performing any one of these multiplications out of order, i.e. 6 x 4 = 24 tens, 2 x 4 = 8 thousands, 3 x 4 = 12 units and 4 x 4 = 16 hundreds. The product is still the same.
Links
Handouts/Attachments