- 65 Views
- Uploaded on
- Presentation posted in: General

Workshop 4: Multiplication, Division and Fractions

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Workshop 4:

Multiplication, Division and Fractions

Presented by CW

Factor of 10 between columns

Using 10 x

Groups to 20

Decade Pairs to 100

X 2, x5, x10

10’s in any number

Using decades

Larger numbers

Name columns

Importance of 10

Using facts to10

10+

Doubles to 20

Count in 2’s 5’s 10’s

Groups to 5

5 +

Groups to 10

Doubles to 10

Counting

Numerals

Sequence

Language

Sets

I have 3 bags of lollies and there are 5 lollies

in each bag.

How many lollies have I got altogether?

Can I solve the problem if I am stage 0 or stage 1?

How would I solve the problem if I am stage 2 or stage 3?

How could I solve the problem if I am at stage 4 and what knowledge MUST I have in my tool box?

- Skip Counting like counting can be just rote learnt.
- Realisation that the skip counting sequence relates to putting the same sets of numbers together and the end count measures the set and that the rote count forwards gives the result of adding the set number of objects and backwards gives the result of subtracting the set number of objects.

- Key Idea: Children are learning to use addition strategies to solve problems that could be solved by multiplication.
- Multiplication as repeated addition
- Commutativity of multiplication
- Sharing into equal sets
- Grouping, how many sets can be made.

- 2 x doubles
- 10 x place value
- 5 x place value and doubles (halves)

- Children are learning to derive further multiplication facts using addition and subtraction strategies from multiplication facts they already know.
- 4 x = 2 x + 2 x (doubling)
- 3 x = 2 x + 1 x
- 6 x = 5 x + 1 x
( or double 3 x when 3 x are known facts)

- 7 x = 5 x + 2 x
- 8 x = 5 x + 3 x or 10 x – 2 x
- 9 x = 10 x – 1 x
Children need to understand and be able to use the relationships between the multiplication tables. When working with bigger numbers the “tables” become the knowledge tools for multiplicative thinking in the same way as basic addition facts are the knowledge tools for additive thinking.

Counting

Plastic tools, good to start with but not very efficient

Addition and Subtraction

Increasing range of more sophisticated tools

Multiplication and Division

The power tools.

Increasingly efficient and sophisticated.

Fractions at ENP

Why? When ? How?

- No acceptance of the existence of numbers between numbers
Share 5 biscuits between 4 children …. You can’t do it!

- The numerator relates to the whole
½ is 1 shared between 2

¼ is 1 shared between 4

- Half is a variable hence all fractions are variable
½ of 12 is 6

½ of 8 is 4

½ of 4 is 2……so the half keeps changing

- The symbol can be either way up
- You can’t have fractions greater than 1
4 = 6 never been challenged

6 4 if fractions greater than haven’t been explored