Content Description
Recognise and represent multiplication as repeated addition, groups and arrays
Elaborations
Recognise and represent multiplication as repeated addition, groups and arrays
Elaborations
- representing array problems with available materials and explaining reasoning
- visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups.
Equal Groups
Firing up the Brain:
Preparing the Brain:
WALT: Recognise equal quantities in groups
WILF: show me that you understand the difference between equal and non equal quantities. How do you know that they are equal? why would this help when counting larger amounts of materials?
Social: Attentive listening and cooperation
WILF: show me that you understand the difference between equal and non equal quantities. How do you know that they are equal? why would this help when counting larger amounts of materials?
Social: Attentive listening and cooperation
Engaging the Brain:
Stretching the Brain:
Have students work with materials that are fixed representations of numbers (e.g. MAB ones and tens, Unifix or Centicubes), using different colours to show equal groups. Ask students to investigate and record the different equal groups that can be made for each given number.
Strengthening the Brain:
Have a Different Point of View
Firing up the Brain:
Preparing the Brain:
WALT: Recognise arrays
WILF: You explore how numbers can be represented in different ways
WILF: You explore how numbers can be represented in different ways
Engaging the Brain:
Stretching the Brain:
Strengthening the Brain:
Twice as Many
Planning
Firing up the Brain:
Preparing the Brain:
WALT: Read and represent multiplication problems.
WILF: Create equal groups to represent a multiplication problem
WILF: Create equal groups to represent a multiplication problem
Engaging the Brain:
The first line shows three groups of one apple.
What does the second line show? Are these equal? How can we fix this.
What does the second line show? Are these equal? How can we fix this.
Stretching the Brain:
Round 1:
1. Person A rolles 2 dice. 2. A and B write it down as a sum e.g. 5, 2 write as 5 times 2 = 3. B draws the number of groups as a box on the whiteboard (e.g. 5 groups) 4. A fills each box with the amount needed (e.g. 2 in each group) 5. B counts the total, try to skip count if you know how. 6. A and B answer the sum Round 2 1. Person B rolles 2 dice. 2. A and B write it down as a sum e.g. 5, 2 write as 5 times 2 = 3. A draws the number of groups as a box on the whiteboard (e.g. 5 groups) 4. B fills each box with the amount needed (e.g. 2 in each group) 5. A counts the total, try to skip count if you know how. 6. A and B answer the sum |
Strengthening the Brain:
Rate Problems
Preparing the Brain:
WALT: Use the language of multiplication to create word problems.
WILF: You connect the question with the visual representation.
WILF: You connect the question with the visual representation.
Engaging the Brain:
If I have 1 bird with 2 legs, how many legs all together?
How would I write this in a number sentence?
How would I write this in a number sentence?
If I have 2 birds with 2 legs, how many legs all together?
How would I write this in a number sentence?
How would I write this in a number sentence?
If I have 4 birds with 2 legs, how many legs all together?
How would I write this in a number sentence?
How would I write this in a number sentence?
Stretching the Brain:
rate_problems_multiplication.docx | |
File Size: | 731 kb |
File Type: | docx |
Strengthening the Brain:
Problem Solving
Mathletics page 64 and 65
Assessment:
multiplication_sum_assessment.docx | |
File Size: | 46 kb |
File Type: | docx |