More Related Content
More from rightstartmath (20)
MCTM Strategies & Games
- 1. Teaching the Arithmetic Facts Using
Strategies and Games
by Joan A. Cotter, Ph.D.
JoanCotter@RightStartMath.com
MCTM
May 4, 2012
Duluth, Minnesota
7 3 8 16 24 32 40
PowerPoint Presentation & Handout
RightStartMath.com >Resources © Joan A. Cotter, Ph.D., 2012
- 3. Learning the Facts
Limited success when:
• Based on counting.
Whether dots, fingers, number lines, or
counting words.
© Joan A. Cotter, Ph.D., 2012
- 4. Learning the Facts
Limited success when:
• Based on counting.
Whether dots, fingers, number lines, or
counting words.
• Based on rote memory.
Whether by flash cards or timed tests.
© Joan A. Cotter, Ph.D., 2012
- 5. Learning the Facts
Limited success when:
• Based on counting.
Whether dots, fingers, number lines, or
counting words.
• Based on rote memory.
Whether by flash cards or timed tests.
• Based on skip counting for multiplication facts.
© Joan A. Cotter, Ph.D., 2012
- 7. Counting Model
From a child's perspective
Because we’re so familiar with 1, 2, 3, we’ll use letters.
A=1
B=2
C=3
D=4
E = 5, and so forth
© Joan A. Cotter, Ph.D., 2012
- 9. Counting Model
From a child's perspective
F
+E
A
© Joan A. Cotter, Ph.D., 2012
- 10. Counting Model
From a child's perspective
F
+E
A B
© Joan A. Cotter, Ph.D., 2012
- 11. Counting Model
From a child's perspective
F
+E
A B C
© Joan A. Cotter, Ph.D., 2012
- 12. Counting Model
From a child's perspective
F
+E
A B C D E F
© Joan A. Cotter, Ph.D., 2012
- 13. Counting Model
From a child's perspective
F
+E
A B C D E F A
© Joan A. Cotter, Ph.D., 2012
- 14. Counting Model
From a child's perspective
F
+E
A B C D E F A B
© Joan A. Cotter, Ph.D., 2012
- 15. Counting Model
From a child's perspective
F
+E
A B C D E F A B C D E
© Joan A. Cotter, Ph.D., 2012
- 16. Counting Model
From a child's perspective
F
+E
A B C D E F A B C D E
What is the sum?
(It must be a letter.)
© Joan A. Cotter, Ph.D., 2012
- 17. Counting Model
From a child's perspective
F
+E
K
A B C D E F G H I J K
© Joan A. Cotter, Ph.D., 2012
- 19. Counting Model
From a child's perspective
H
+D
Add without your fingers.
© Joan A. Cotter, Ph.D., 2012
- 20. Counting Model
From a child's perspective
Now memorize the facts!!
G
+D
© Joan A. Cotter, Ph.D., 2012
- 21. Counting Model
From a child's perspective
Now memorize the facts!!
H
+
G
F
+D
© Joan A. Cotter, Ph.D., 2012
- 22. Counting Model
From a child's perspective
Now memorize the facts!!
H
+
G
F
+D
D
+C
© Joan A. Cotter, Ph.D., 2012
- 23. Counting Model
From a child's perspective
Now memorize the facts!!
H
+
G
F
+D
D C
+C +G
© Joan A. Cotter, Ph.D., 2012
- 24. Counting Model
From a child's perspective
Now memorize the facts!!
H
E
+
G
I
F
+
+D
D C
+C +G
© Joan A. Cotter, Ph.D., 2012
- 25. Counting Model
From a child's perspective
H
–E
Subtract with your fingers.
© Joan A. Cotter, Ph.D., 2012
- 26. Counting Model
From a child's perspective
J
–F
Subtract without using your fingers.
© Joan A. Cotter, Ph.D., 2012
- 27. Counting Model
From a child's perspective
Try skip counting by B’s to T:
B, D, . . . T.
© Joan A. Cotter, Ph.D., 2012
- 28. Counting Model
From a child's perspective
Try skip counting by B’s to T:
B, D, . . . T.
What is D x E?
© Joan A. Cotter, Ph.D., 2012
- 38. Memorizing Math 9
+7
Flash cards:
• Are often used to teach rote.
© Joan A. Cotter, Ph.D., 2012
- 39. Memorizing Math 9
+7
Flash cards:
• Are often used to teach rote.
• Are liked by those who don’t need them.
© Joan A. Cotter, Ph.D., 2012
- 40. Memorizing Math 9
+7
Flash cards:
• Are often used to teach rote.
• Are liked by those who don’t need them.
• Don’t work for those with learning disabilities.
© Joan A. Cotter, Ph.D., 2012
- 41. Memorizing Math 9
+7
Flash cards:
• Are often used to teach rote.
• Are liked by those who don’t need them.
• Don’t work for those with learning disabilities.
• Give the false impression that math isn’t about
thinking.
© Joan A. Cotter, Ph.D., 2012
- 42. Memorizing Math 9
+7
Flash cards:
• Are often used to teach rote.
• Are liked by those who don’t need them.
• Don’t work for those with learning disabilities.
• Give the false impression that math isn’t about
thinking.
• Often produce stress – children under stress stop
learning.
© Joan A. Cotter, Ph.D., 2012
- 43. Memorizing Math 9
+7
Flash cards:
• Are often used to teach rote.
• Are liked by those who don’t need them.
• Don’t work for those with learning disabilities.
• Give the false impression that math isn’t about
thinking.
• Often produce stress – children under stress stop
learning.
• Are not concrete – they use abstract symbols.
© Joan A. Cotter, Ph.D., 2012
- 46. Subitizing Quantities
Identifying without counting
• Five-month-old infants can subitize to 3.
© Joan A. Cotter, Ph.D., 2012
- 47. Subitizing Quantities
Identifying without counting
• Five-month-old infants can subitize to 3.
• Three-year-olds can subitize to 5.
© Joan A. Cotter, Ph.D., 2012
- 48. Subitizing Quantities
Identifying without counting
• Five-month-old infants can subitize to 3.
• Three-year-olds can subitize to 5.
• Five-year-olds can subitize 6 to 10 by
using five as a subbase.
© Joan A. Cotter, Ph.D., 2012
- 58. Characteristics of a Good Game
• Produces learning through playing.
© Joan A. Cotter, Ph.D., 2012
- 59. Characteristics of a Good Game
• Produces learning through playing.
• Incorporates manipulatives.
© Joan A. Cotter, Ph.D., 2012
- 60. Characteristics of a Good Game
• Produces learning through playing.
• Incorporates manipulatives.
• Teaches strategies.
© Joan A. Cotter, Ph.D., 2012
- 61. Characteristics of a Good Game
• Produces learning through playing.
• Incorporates manipulatives.
• Teaches strategies.
• Encourages mental work.
© Joan A. Cotter, Ph.D., 2012
- 62. Characteristics of a Good Game
• Produces learning through playing.
• Incorporates manipulatives.
• Teaches strategies.
• Encourages mental work.
• Detects errors; provides continuous assessment.
© Joan A. Cotter, Ph.D., 2012
- 63. Characteristics of a Good Game
• Produces learning through playing.
• Incorporates manipulatives.
• Teaches strategies.
• Encourages mental work.
• Detects errors; provides continuous assessment.
• Is enjoyable.
© Joan A. Cotter, Ph.D., 2012
- 64. Go to the Dump Game
Objective:
To learn the facts that total 10:
1+9
2+8
3+7
4+6
5+5
© Joan A. Cotter, Ph.D., 2012
- 65. Go to the Dump Game
Objective:
To learn the facts that total 10:
1+9
2+8
3+7
4+6
5+5
Object of the game:
To collect the most pairs that equal ten.
© Joan A. Cotter, Ph.D., 2012
- 66. Go to the Dump Game
6+ = 10
© Joan A. Cotter, Ph.D., 2012
- 67. Go to the Dump Game
6+ = 10
© Joan A. Cotter, Ph.D., 2012
- 68. Go to the Dump Game
6 + 4 = 10
© Joan A. Cotter, Ph.D., 2012
- 69. Go to the Dump Game
Starting
© Joan A. Cotter, Ph.D., 2012
- 70. Go to the Dump Game
72 7 9 5
72 1 3 8 4 6 34 9
Starting
© Joan A. Cotter, Ph.D., 2012
- 71. Go to the Dump Game
72 7 9 5
72 1 3 8 4 6 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 72. Go to the Dump Game
72 7 9 5
72 1 3 8 4 6 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 73. Go to the Dump Game
72 7 9 5
72 1 3 8 4 6 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 74. Go to the Dump Game
72 7 9 5
4 6
72 1 3 8 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 75. Go to the Dump Game
72 7 9 5
4 6
72 1 3 8 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 76. Go to the Dump Game
72 7 9 5
4 6
72 1 3 8 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 77. Go to the Dump Game
72 7 9 5
7 3 4 6
2 1 8 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 78. Go to the Dump Game
72 7 9 5
2 8 4 6
1 34 9
Finding pairs
© Joan A. Cotter, Ph.D., 2012
- 79. Go to the Dump Game
72 7 9 5
2 8 4 6
1 34 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 80. Go to the Dump Game
BlueCap, do you
have an3?
have a 3?
72 7 9 5
2 8 4 6
1 34 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 81. Go to the Dump Game
BlueCap, do you
have an3?
have a 3?
72 7 9 5 3
2 8 4 6
1 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 82. Go to the Dump Game
7 3 BlueCap, do you
have an3?
have a 3?
2 7 9 5
2 8 4 6
1 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 83. Go to the Dump Game
7 3 BlueCap, do you
have an3?
have a 8?
2 7 9 5
2 8 4 6
1 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 84. Go to the Dump Game
7 3 BlueCap, do you
have an3?
have a 8?
2 7 9 5
2 8 4 6
1 4 9
Go to the dump.
Playing
© Joan A. Cotter, Ph.D., 2012
- 85. Go to the Dump Game
7 3 BlueCap, do you
have an3?
have a 8?
2 2 7 9 5
2 8 4 6
1 4 9
Go to the dump.
Playing
© Joan A. Cotter, Ph.D., 2012
- 86. Go to the Dump Game
7 3
2 2 7 9 5
2 8 4 6
1 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 87. Go to the Dump Game
7 3
2 2 7 9 5
2 8 4 6
1 4 9
PinkCap, do you
Playing have a 6?
© Joan A. Cotter, Ph.D., 2012
- 88. Go to the Dump Game
7 3
2 2 7 9 5
2 8 4 6
1 4 9
PinkCap, do you
Go to the dump.
Playing have a 6?
© Joan A. Cotter, Ph.D., 2012
- 89. Go to the Dump Game
7 3
2 2 7 9 5
2 8 4 6
1 5 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 90. Go to the Dump Game
7 3
2 2 7 9 5
2 8 4 6
1 5 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 91. Go to the Dump Game
7 3
2 2 7 9 5
2 8 4 6
1 5 4 9
YellowCap, do
you have a 9? Playing
© Joan A. Cotter, Ph.D., 2012
- 92. Go to the Dump Game
7 3
2 2 7 5
2 8 4 6
1 5 4 9
YellowCap, do
you have a 9? Playing
© Joan A. Cotter, Ph.D., 2012
- 93. Go to the Dump Game
7 3
2 2 7 5
2 8 4 6
19 5 4 9
YellowCap, do
you have a 9? Playing
© Joan A. Cotter, Ph.D., 2012
- 94. Go to the Dump Game
7 3
2 2 7 5
2
1 8
9 4 6
5 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 95. Go to the Dump Game
7 3
2 2 7 5
2
1 8
9 4 6
2 9 1 7 7 5 4 9
Playing
© Joan A. Cotter, Ph.D., 2012
- 96. Go to the Dump Game
9 1
4 6 5 5
Winner?
© Joan A. Cotter, Ph.D., 2012
- 97. Go to the Dump Game
9
1
4
6 5
Winner?
© Joan A. Cotter, Ph.D., 2012
- 98. Go to the Dump Game
9
1
4
6 5
Winner?
© Joan A. Cotter, Ph.D., 2012
- 99. Go to the Dump Game
Play it again.
© Joan A. Cotter, Ph.D., 2012
- 101. Fact Strategies
• A strategy is a way to learn a new fact or
recall a forgotten fact.
© Joan A. Cotter, Ph.D., 2012
- 102. Fact Strategies
• A strategy is a way to learn a new fact or
recall a forgotten fact.
• A visualizable representation is part of a
powerful strategy.
© Joan A. Cotter, Ph.D., 2012
- 106. Fact Strategies
Complete the Ten
9+5=
Take 1 from
the 5 and give
it to the 9.
© Joan A. Cotter, Ph.D., 2012
- 107. Fact Strategies
Complete the Ten
9+5=
Take 1 from
the 5 and give
it to the 9.
© Joan A. Cotter, Ph.D., 2012
- 108. Fact Strategies
Complete the Ten
9+5=
Take 1 from
the 5 and give
it to the 9.
© Joan A. Cotter, Ph.D., 2012
- 109. Fact Strategies
Complete the Ten
9 + 5 = 14
Take 1 from
the 5 and give
it to the 9.
© Joan A. Cotter, Ph.D., 2012
- 114. Fact Strategies
Two Fives
8+6=
10 + 4 = 14
© Joan A. Cotter, Ph.D., 2012
- 120. Fact Strategies
Going Down
15 – 9 =
Subtract 5;
then 4.
© Joan A. Cotter, Ph.D., 2012
- 121. Fact Strategies
Going Down
15 – 9 =
Subtract 5;
then 4.
© Joan A. Cotter, Ph.D., 2012
- 122. Fact Strategies
Going Down
15 – 9 =
Subtract 5;
then 4.
© Joan A. Cotter, Ph.D., 2012
- 123. Fact Strategies
Going Down
15 – 9 = 6
Subtract 5;
then 4.
© Joan A. Cotter, Ph.D., 2012
- 124. Fact Strategies
Subtract from 10
15 – 9 =
© Joan A. Cotter, Ph.D., 2012
- 125. Fact Strategies
Subtract from 10
15 – 9 =
Subtract 9
from 10.
© Joan A. Cotter, Ph.D., 2012
- 126. Fact Strategies
Subtract from 10
15 – 9 =
Subtract 9
from 10.
© Joan A. Cotter, Ph.D., 2012
- 127. Fact Strategies
Subtract from 10
15 – 9 =
Subtract 9
from 10.
© Joan A. Cotter, Ph.D., 2012
- 128. Fact Strategies
Subtract from 10
15 – 9 = 6
Subtract 9
from 10.
© Joan A. Cotter, Ph.D., 2012
- 130. Fact Strategies
Going Up
15 – 9 =
Start with 9;
go up to 15.
© Joan A. Cotter, Ph.D., 2012
- 131. Fact Strategies
Going Up
15 – 9 =
Start with 9;
go up to 15.
© Joan A. Cotter, Ph.D., 2012
- 132. Fact Strategies
Going Up
15 – 9 =
Start with 9;
go up to 15.
© Joan A. Cotter, Ph.D., 2012
- 133. Fact Strategies
Going Up
15 – 9 =
Start with 9;
go up to 15.
© Joan A. Cotter, Ph.D., 2012
- 134. Fact Strategies
Going Up
15 – 9 =
1+5=6
Start with 9;
go up to 15.
© Joan A. Cotter, Ph.D., 2012
- 135. Rows and Columns Game
Objective:
To find a total of 15 by adding 2, 3, or 4
cards in row or column.
© Joan A. Cotter, Ph.D., 2012
- 136. Rows and Columns Game
Objective:
To find a total of 15 by adding 2, 3, or 4
cards in row or column.
Object of the game:
To collect the most cards.
© Joan A. Cotter, Ph.D., 2012
- 137. Rows and Columns Game
8 7 1 9
6 4 3 3
2 2 5 6
6 3 8 8
© Joan A. Cotter, Ph.D., 2012
- 138. Rows and Columns Game
8 7 1 9
6 4 3 3
2 2 5 6
6 3 8 8
© Joan A. Cotter, Ph.D., 2012
- 139. Rows and Columns Game
8 7 1 9
6 4 3 3
2 2 5 6
6 3 8 8
© Joan A. Cotter, Ph.D., 2012
- 141. Rows and Columns Game
7 6 1 9
6 4 3 3
2 1 5 1
6 3 8 8
© Joan A. Cotter, Ph.D., 2012
- 142. Rows and Columns Game
7 6 1 9
6 4 3 3
2 1 5 1
6 3 8 8
© Joan A. Cotter, Ph.D., 2012
- 143. Rows and Columns Game
7 6 1 9
6 4 3 3
2 1 5 1
6 3 8 8
© Joan A. Cotter, Ph.D., 2012
- 166. Multiples Patterns
Twos
2 4 6 8 10
12 14 16 18 20
The ones repeat in the second row.
© Joan A. Cotter, Ph.D., 2012
- 167. Multiples Patterns
Fours
4 8 12 16 20
24 28 32 36 40
The ones repeat in the second row.
© Joan A. Cotter, Ph.D., 2012
- 168. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
© Joan A. Cotter, Ph.D., 2012
- 169. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
© Joan A. Cotter, Ph.D., 2012
- 170. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
© Joan A. Cotter, Ph.D., 2012
- 171. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
The ones in the 8s show the multiples of 2.
© Joan A. Cotter, Ph.D., 2012
- 172. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
The ones in the 8s show the multiples of 2.
© Joan A. Cotter, Ph.D., 2012
- 173. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
The ones in the 8s show the multiples of 2.
© Joan A. Cotter, Ph.D., 2012
- 174. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
The ones in the 8s show the multiples of 2.
© Joan A. Cotter, Ph.D., 2012
- 175. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
The ones in the 8s show the multiples of 2.
© Joan A. Cotter, Ph.D., 2012
- 176. Multiples Patterns
Sixes and Eights
6 12 18 24 30 6× 4
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80
6 × 4 is the fourth number (multiple).
© Joan A. Cotter, Ph.D., 2012
- 177. Multiples Patterns
Sixes and Eights
6 12 18 24 30
36 42 48 54 60
8 16 24 32 40
48 56 64 72 80 8× 7
8 × 7 is the seventh number (multiple).
© Joan A. Cotter, Ph.D., 2012
- 178. Multiples Patterns
Nines
9 18 27 36 45
90 81 72 63 54
The second row is written in reverse order.
Also the digits in each number add to 9.
© Joan A. Cotter, Ph.D., 2012
- 179. Multiples Patterns
Threes
3 6 9
2 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 180. Multiples Patterns
Threes
3 6 9
2 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 181. Multiples Patterns
Threes
3 6 9
2 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 182. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 183. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 184. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 185. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 186. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 187. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 188. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 189. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Observe the ones.
© Joan A. Cotter, Ph.D., 2012
- 190. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
The tens are the same in each row.
© Joan A. Cotter, Ph.D., 2012
- 191. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Add the digits in the columns.
© Joan A. Cotter, Ph.D., 2012
- 192. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Add the digits in the columns.
© Joan A. Cotter, Ph.D., 2012
- 193. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Add the digits in the columns.
© Joan A. Cotter, Ph.D., 2012
- 194. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Add the “opposites.”
© Joan A. Cotter, Ph.D., 2012
- 195. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Add the “opposites.”
© Joan A. Cotter, Ph.D., 2012
- 196. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Add the “opposites.”
© Joan A. Cotter, Ph.D., 2012
- 197. Multiples Patterns
Threes
3 6 9
12 15 18
21 24 27
30
The 3s have several patterns:
Add the “opposites.”
© Joan A. Cotter, Ph.D., 2012
- 198. Multiples Patterns
Sevens
7 14 21
28 35 42
49 56 63
70
The 7s have the 1, 2, 3… pattern.
© Joan A. Cotter, Ph.D., 2012
- 199. Multiples Patterns
Sevens
7 14 21
28 35 42
49 56 63
70
The 7s have the 1, 2, 3… pattern.
© Joan A. Cotter, Ph.D., 2012
- 200. Multiples Patterns
Sevens
7 14 21
28 35 42
49 56 63
70
The 7s have the 1, 2, 3… pattern.
© Joan A. Cotter, Ph.D., 2012
- 201. Multiples Patterns
Sevens
7 14 21
28 35 42
49 56 63
70
The 7s have the 1, 2, 3… pattern.
© Joan A. Cotter, Ph.D., 2012
- 202. Multiples Patterns
Sevens
7 14 21
28 35 42
49 56 63
70
Look at the tens.
© Joan A. Cotter, Ph.D., 2012
- 203. Multiples Patterns
Sevens
7 14 21
28 35 42
49 56 63
70
Look at the tens.
© Joan A. Cotter, Ph.D., 2012
- 204. Multiples Patterns
Sevens
7 14 21
28 35 42
49 56 63
70
Look at the tens.
© Joan A. Cotter, Ph.D., 2012
- 207. Multiples Memory
Objective:
To help the players learn the multiples patterns.
Object of the game:
To be the first player to collect all ten
cards of a multiple in order.
© Joan A. Cotter, Ph.D., 2012
- 208. Multiples Memory
7 14 21
28 35 42
49 56 63
70
The 7s envelope contains 10 cards,
each with one of the numbers listed.
© Joan A. Cotter, Ph.D., 2012
- 209. Multiples Memory
8 16 24 32 40
48 56 64 72 80
The 8s envelope contains 10 cards,
each with one of the numbers listed.
© Joan A. Cotter, Ph.D., 2012
- 210. Multiples Memory
7 14 21
28 35 42 8 16 24 32 40
49 56 63 48 56 64 72 80
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 211. Multiples Memory
7 14 21
28 35 42 8 16 24 32 40
49 56 63 48 56 64 72 80
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 212. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 213. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63 14
70
© Joan A. Cotter, Ph.D., 2012
- 214. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 215. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 216. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
40
© Joan A. Cotter, Ph.D., 2012
- 217. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 218. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 219. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
8
© Joan A. Cotter, Ph.D., 2012
- 220. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 221. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 222. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
8
© Joan A. Cotter, Ph.D., 2012
- 223. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
© Joan A. Cotter, Ph.D., 2012
- 224. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63 56
70 8
© Joan A. Cotter, Ph.D., 2012
- 225. Multiples Memory
8 16 24 32 40
48 56 64 72 80
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
© Joan A. Cotter, Ph.D., 2012
- 226. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
© Joan A. Cotter, Ph.D., 2012
- 227. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
© Joan A. Cotter, Ph.D., 2012
- 228. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
7
© Joan A. Cotter, Ph.D., 2012
- 229. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63 14
70 8
7
© Joan A. Cotter, Ph.D., 2012
- 230. Multiples Memory
7 14 21
28 35 42
49 56 63
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
7 14
© Joan A. Cotter, Ph.D., 2012
- 231. Multiples Memory
7 14 21
28 35 42
49 56 63
70
24
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
7 14
© Joan A. Cotter, Ph.D., 2012
- 232. Multiples Memory
7 14 21
28 35 42 8 16 24 32 40
49 56 63 48 56 64 72 80
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70 8
7 14
© Joan A. Cotter, Ph.D., 2012
- 233. Multiples Memory
7 14 21
28 35 42 8 16 24 32 40
49 56 63 48 56 64 72 80
70
7 14 21 8 16 24 32 40
28 35 42 48 56 64 72 80
49 56 63
70
© Joan A. Cotter, Ph.D., 2012
- 235. Multiplication Memory
Objective:
To help the players master the
multiplication facts.
Object of the game:
To collect the most cards by matching
the multiplier with the product.
© Joan A. Cotter, Ph.D., 2012
- 237. Multiplication Memory
1 2 3 4 5
6 7 8 9 10
Materials Needed:
• Ten basic cards, numbered 1 to 10
© Joan A. Cotter, Ph.D., 2012
- 238. Multiplication Memory
3
1 2 3 4 5
3 6 9
12 15 18
6 7 8 9 10 21 24 27
30
Materials Needed:
• Ten basic cards, numbered 1 to 10
• A set of product cards (3s used here)
© Joan A. Cotter, Ph.D., 2012
- 239. Multiplication Memory
3
1 2 3 4 5 3x
3 6 9
12 15 18
6 7 8 9 10 21 24 27
30
Materials Needed:
• Ten basic cards, numbered 1 to 10
• A set of product cards (3s used here)
• A stickie note with “3 x” written on it
© Joan A. Cotter, Ph.D., 2012
- 240. Multiplication Memory
3
1 2 3 4 5 3x
3 6 9
12 15 18
6 7 8 9 10 21 24 27
30 =
Materials Needed:
• Ten basic cards, numbered 1 to 10
• A set of product cards (3s used here)
• A stickie with “3 x” written on it
• A stickie with “=” written on it
© Joan A. Cotter, Ph.D., 2012
- 241. Multiplication Memory
3
1 2 3 4 5 3x
3 6 9
12 15 18
6 7 8 9 10 21 24 27
30 =
Materials Needed:
• Ten basic cards, numbered 1 to 10
• A set of product cards (3s used here)
• A stickie with “3 x” written on it
• A stickie with “=” written on it
• A manipulative with groups of five
© Joan A. Cotter, Ph.D., 2012
- 247. Multiplication Memory
5
3x =
3 taken 5 times
equals 15.
3 6 9
12 15 18
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 248. Multiplication Memory
5 21
3x =
3 taken 5 times
equals 15.
3 6 9
12 15 18
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 255. Multiplication Memory
21
3x =
7
3 taken 7 times
equals 21.
3 6 9
12 15 18
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 256. Multiplication Memory
3x =
3 taken 7 times
equals 21.
3 6 9
12 15 18 7 21
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 260. Multiplication Memory
3x =
2
3
3 taken 3 times
equals 9.
3 6 9
12 15 18 7 21
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 261. Multiplication Memory
3x =
2
3 12
3 taken 3 times
equals 9.
3 6 9
12 15 18 7 21
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 266. Multiplication Memory
5
3x =
3 taken 5 times
equals 15.
3 6 9
12 15 18 7 21
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 267. Multiplication Memory
5
3x =
15
3 taken 5 times
equals 15.
3 6 9
12 15 18 7 21
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 268. Multiplication Memory
3x =
3 taken 5 times
equals 15.
5 15
3 6 9
12 15 18 7 21
21 24 27
30
© Joan A. Cotter, Ph.D., 2012
- 271. Framing the Future of Mathematics in
Minnesota
Math in Minnesota starts with the youngest.
Let’s build on their natural ability to subitize.
Keep joy in math; use games, not flash cards.
Help them to use their minds to visualize.
© Joan A. Cotter, Ph.D., 2012
- 272. Teaching the Arithmetic Facts Using
Strategies and Games
by Joan A. Cotter, Ph.D.
JoanCotter@RightStartMath.com
MCTM
May 4, 2012
Duluth, Minnesota
7 3 8 16 24 32 40
PowerPoint Presentation & Handout
RightStartMath.com >Resources © Joan A. Cotter, Ph.D., 2012