Workshop 4: Multiplication, Division and Fractions. Presented by CW. Building the knowledge foundations. 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.
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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
Importance of 10
Using facts to10
Doubles to 20
Count in 2’s 5’s 10’s
Groups to 5
Groups to 10
Doubles to 10
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?
( or double 3 x when 3 x are known facts)
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.
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.
Why? When ? How?
Share 5 biscuits between 4 children …. You can’t do it!
½ is 1 shared between 2
¼ is 1 shared between 4
½ of 12 is 6
½ of 8 is 4
½ of 4 is 2……so the half keeps changing
4 = 6 never been challenged
6 4 if fractions greater than haven’t been explored