Place Value, Multiplication, Division
Upcoming SlideShare
Loading in...5
×
 

Place Value, Multiplication, Division

on

  • 4,288 views

 

Statistics

Views

Total Views
4,288
Views on SlideShare
3,469
Embed Views
819

Actions

Likes
0
Downloads
11
Comments
0

2 Embeds 819

http://blogs.gssd.ca 818
http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Place Value, Multiplication, Division Place Value, Multiplication, Division Document Transcript

  • Using Power of Ten as a tool to Understand:
    Place Value
    Multiplication
    Division
  • Place Value
    N3.1 Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including:
    ·representing (including place value)
    ·describing
    ·estimating with referents
    ·comparing two numbers
    ·ordering three or more numbers.
    N4.1 Demonstrate an understanding of whole numbers to 10 000 (pictorially, physically, symbolically) by:
    ·representing
    ·describing
    ·comparing two numbers
    ·ordering three or more numbers.
  • http://www.rif.org/assets/Documents/readingplanet/ReadAloud_Stories/zero_the_hero.html
    http://www.youtube.com/watch?v=Nvc2PPTlW7k
    Number Relationships:
    Anchoring Numbers to 10
    ·Students need a solid foundation of 'ten'
    ·There are many activities to develop this concept.
    We are going to experience a few games to practice this concept of 'tenness'.
    1. Salute
    2. Advanced Salute
    http://www.poweroften.ca/index.php?view=video&id=34%3Agrade-3-salute&option=com_jomtube&Itemid=139
    Credit to drjean.org
    Once students have mastered 'tenness' then they can move to number relationships of larger numbers.
    "Zero the Hero" Story
  • Rounding
    Story of Rounding
    10
    9
    8
    2
    4
    5
    1
    3
    6
    7
  • 83
    70
    90
    80
  • Who could they be?
    A
    C
    D
    B
    What numbers do you think are A,B,C, and D and why?
  • Close, Far and In Between
    Which two numbers are closest and why?
    Which number is closest to 200? Why?
    Name a number in between any of these two numbers. _____ ______ ______
    How far apart are 184 and 199? Explain how you know.
    If these are big numbers, what are some small numbers?
    List 3 numbers that make these numbers seem small?
  • What could we do with these numbers?
    Connections to Real -World Ideas
    1 752
    Population of Langenburg , Germany
    1 048
    Population of Langenburg, Saskatchewan, Canada
    Add the numbers in your head. What were the strategies that you used?
  • Build a number that you see.
    41
    37
    19
    13
    9
    12
    31
    22
    38
    28
  • Make 50
    Build a number that you see.
    41
    37
    19
    13
    9
    12
    31
    22
    38
    28
  • Build a number that you see.
    565
    720
    635
    185
    550
    450
    815
    435
    365
    760
    280
  • Make 1 000
    Build a number that you see.
    565
    720
    635
    185
    550
    450
    815
    435
    365
    760
    280
  • Multiplication and Division
    N3.3 Demonstrate understanding of multiplication to 5 × 5 and the corresponding division statements including:
    · representing and explaining using repeated addition or subtraction, equal grouping, and arrays
    · creating and solving situational questions
    · modelling processes using concrete, physical, and visual representations, and recording the process symbolically
    · relating multiplication and division.
    N4.3 Demonstrate an understanding of multiplication of whole numbers (limited to numbers less than or equal to 10) by:
    · applying mental mathematics strategies
    · explaining the results of multiplying by 0 and 1.
    N4.4 Demonstrate an understanding of multiplication of whole numbers (2- or 3-digit by 1 - digit) by:
    · modeling the distributive property
    · using personal strategies for multiplication, with and without concrete materials
    · using arrays to represent multiplication
    · connecting concrete representations to symbolic representations
    · estimating products solving problems.
    N4.5 Demonstrate an understanding of division of whole numbers(1-digit divisor to 2-digit dividend) by:
    · using personal strategies for dividing, with and without concrete materials
    · estimating quotients
    · explaining the results of dividing by 1
    · solving problems involving division of whole numbers
    · relating division to multiplication.
  • Students should know their doubles before you begin multiplication and division.
    http://www.poweroften.ca/index.php?view=video&id=44&option=com_jomtube&Itemid=139
    http://www.poweroften.ca/index.php?view=video&id=46&option=com_jomtube&Itemid=139
  • Division should also be taught
    along with multiplication. When an array is
    created or a specific area is calculated, the relevant
    division questions should always be discussed at the
    same time.
    For example: when examining the 24th
    day of a month during calendar time and discussing
    the varied groupings possible that equal 24, some
    students will build an array that shows: 4 groups of 6
    or 4 × 6 = 24. This array should at once be related to
    all the facts in this family of groupings:
    •4 × 6 = 24
    •6 × 4 = 24
    •24 ÷ 6 = 4
    ·24 ÷ 4 = 6
    Some effective teaching strategies for developing multiplication concepts are as follows:
    •Avoid teaching a multiplication table in a specific order, as this promotes counting strategies.
    Instead use a doubling strategy such as 2 × 5 = 10, 4 × 5 = 20, and 8 × 5 = 40.
    •Avoid teaching tables before grade three.
    •Teach meaning through grouping, calendar time, and meaningful projects.
    •When teaching the multiplication tables, use many varied strategies including:
    ÖForming groups
    ÖMaking arrays
    ÖGraphing arrays on cm grid paper
    ÖRelating multiplication to area
    ÖUsing number lines
    ÖClapping the facts, and using music and rhymes to reinforce multiplication facts
    ÖUsing visual tools
    ÖBreaking numbers up
    •Relate multiplication equations to other questions that are similar and more readily understandable.
    •Use kinesthetic approaches (clapping, standing and sitting, and manipulating or handling egg cartons).
  • bounce ball- rhythmic
    (Page 112) Teaching the 5 Times Tables First
    1 group of 5
    2 groups of 5
  • How many 5's make 20?
  • I see...
    I think...
    This reminds me of...
  • Next teach the 10 times tables.
    What patterns do you notice?
    0 and 1
    5,10,0,1
    this leaves 2,3,4,6,7,8,9 (2's are doubles)
    http://vimeo.com/15261830
    You have only half of the remaining due to the commutative property!!!
  • 16x8=
    8x8=4x8=32....64
    64x2=128
    8x6=
    (halving and doubling strategy)
    Learning the Difficult Multiplication Facts 6,7,8
    http://www.poweroften.ca/index.php?view=video&id=42%3Agrade-3-learning-the-difficult-multiplication-facts&option=com_jomtube&Itemid=139
    18x25=9x50
  • 8x6=48
    6x8=48
    48 6=8
    48 8=6
    16x8=
    8x8=4x8=32....64
    64x2=128
    Teach your Fact Families
  • Distributive Property
    4 x 27
    =4(20 +7)
    =4(20) + (7)
    =80 + 28
    =108
  • Show What is my question sheet page 59
    I am thinking of a question :
    It is a multiple of 4.
    The product is greater than 30 and less than 40.
    The sum of the digits in the product is 5.
    What is my question?
  • 4,8,16,20,24,28,32,36,40,
    3+2=5 3+6=9
    The answer is 8x4=32
  • A hotel has 24 windows on a floor. There are 9 floors.
    How many windows are there?
    Is the number of windows more than 240? How do you know? How could you estimate the number of windows? How could you use manipulatives to model the problem?
    Mental Math ?
  • Describe a situation when you might divide 50 by 4.
    Now describe a situation when you are forming groups but don't divide.
  • Susan says 45-9-9-9-9-9=0
    describes division do you agree? Explain.
  • Partitioning or Fair Sharing
    The bag has 783 jelly beans, and Maggie and her four friends want to share them equally. How many jelly beans will Maggie and each of her friends each get?
    Measurement or Repeated Subtraction Concept
    Jumbo the elephant loves peanuts. His trainer has 620 peanuts. If he gives Jumbo 20 peanuts each day, how many days will the peanuts last?
  • Jumbo the elephant loves peanuts.
    His trainer has 20 peanuts.
    If he gives Jumbo 5 peanuts each day, how many days will the peanuts last?
    Number of Peanuts
    Day
  • The bag has 783 jelly beans, and Maggie and her four friends want to share them equally.
    How many jelly beans will Maggie and each of her friends each get?
  • Jumbo the elephant loves peanuts.
    His trainer has 20 peanuts.
    If he gives Jumbo 5 peanuts each day, how many days will the peanuts last?
    ------------------------------------------------------------------
    What if he only gave 2 a day, how many days will the peanuts last?
    Number of Peanuts
    Day
  • Credits
    http://www.poweroften.ca/
    blackline masters
    http://www.ablongman.com/vandewalleseries/