The document discusses teaching methods for introducing key mathematical concepts to students. It proposes using manipulatives like blocks or snacks to demonstrate addition, subtraction, multiplication and division of whole numbers. For addition and subtraction, students would arrange blocks into groups and see that the total is the same regardless of order. For multiplication, snacks like Cheez-Its are used to create arrays and show that the area calculated by multiplying length and width equals the total number of items.
The document discusses teaching methods for introducing key mathematical concepts to students. It proposes using manipulatives like blocks or snacks to demonstrate addition, subtraction, multiplication and division of whole numbers. For addition and subtraction, students would arrange blocks into groups and see that the total is the same regardless of order. For multiplication, snacks like Cheez-Its are used to create arrays and show that the area calculated by multiplying length and width equals the total number of items.
The document discusses teaching methods for introducing key mathematical concepts to students. It proposes using manipulatives like blocks or snacks to demonstrate addition, subtraction, multiplication and division of whole numbers. For addition and subtraction, students would arrange blocks into groups and see that the total is the same regardless of order. For multiplication, snacks like Cheez-Its are used to create arrays and show that the area calculated by multiplying length and width equals the total number of items.
Section 3.2: Addition and Subtraction of Whole Numbers.
Commutative property of addition. EXPLAINATION: Theorem 3-2: Commutative Property of Addition of Whole Numbers states that If a and b are any whole numbers, then a + b = b + a. The word commutative derives from the root word commute which means to interchange. Basically, the theorem states that when youre adding whole numbers, the order does not matter, the sum will be the same. ACTIVITY: In class, I would get out a manipulative, so maybe small blocks. I would ask the children to pick out 10 blocks. Then, I would ask them to divide the 10 blocks into two groups, the groups can contain any amount they want (1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5, 6 and 4, 7 and 3, 8 and 2, or 9 and 1). Then I would ask them to treat the blocks as an addition problem so for example 4 + 6 = 10. Being that they can comprehend basic addition, they would understand yes, a + b = 10. Next I would ask them to reverse their blocks, now it would be 4 + 6 = 10. I would proceed to ask: why did the sum not change? Why can we manipulate the order of the integers? Why must they be whole numbers? Next I would let them try with this chart, Rainbow to 10! How many ways can they breakdown the number 10? Finally using this manipulative to introduce the commutative property and give the theorem a + b = b + a. Rainbow to 10. A Cupcake for the Teacher. 21 Jan 2013. Web. 4 Dec. 2016. LAUREN BURGESS
Section 3.3: Multiplication and Division of Whole Numbers
Explain and demonstrate array and area model. An array is a useful way to explain the multiplication of whole numbers. To create an array, objects must have the same number in each row and in each column, for example, and egg carton has 2 rows of 12. Next, you want to count the area, so that would be your length (12 eggs) times the width (2 eggs) to give you a total of 24 eggs. To make an activity fun, I would bring in boxes of Cheezits. I would tell each student to take 12 Cheezit from the box and lay them out to create a rectangle. They could then lay them out at 6 x 2 or 3 x 4 demonstrating that however they lay them out in rectangle form, they will always have 12 Cheezits. By multiplying the length and width of their rectangle, they will also see that their answer equals 12. I would then allow them to try