In my first, Elementary Math class, my partner, and I demonstrated how rods can be used to help children understand adding. In this case, adding up to 100. In Mathematics the use of such tools as rods are known as manipulatives.
When you reflect upon this activity, and think about the continuum across the grades, was there anything that stuck out for you? Can you think of other ways that students might partition and represent larger numbers?
I wonder, using base ten blocks, how many ways there would be to represent the number 100?
Last spring, my cooperating told the children to get into their groups for Math. They were given sticky notes that were used to create a class bar graph based on their favourite school lunches. The grade three students worked well together, and enjoyed learning graphing in this way. This would be alternative means of representing larger numbers.
Another way to represent this idea would be to give the children ten base blocks to either place flatly on the table or to build like a tower. Ten of these base block towers will be required to make one hundred.
When you reflect upon this activity, and think about the continuum across the grades, was there anything that stuck out for you? Can you think of other ways that students might partition and represent larger numbers?
ReplyDeleteI wonder, using base ten blocks, how many ways there would be to represent the number 100?
Jill
Last spring, my cooperating told the children to get into their groups for Math. They were given sticky notes that were used to create a class bar graph based on their favourite school lunches. The grade three students worked well together, and enjoyed learning graphing in this way. This would be alternative means of representing larger numbers.
ReplyDeleteAnother way to represent this idea would be to give the children ten base blocks to either place flatly on the table or to build like a tower. Ten of these base block towers will be required to make one hundred.
10 base blocks multiplied by 10 = 100
10 tens – 1 hundred = 100