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- 1. Multiplication & Division By Joanne Villis X ÷
- 2. AUSTRALIAN CURRICULUM Y3 › Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056 › Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) X ÷
- 3. Teaching idea 1 Before I start teaching multiplication and division, I like to revise number patterns. A great online resource to support this investigation is Splat Square. http://www.primarygames. co.uk/pg2/splat/splatsq1 00.html X ÷
- 4. Teaching idea 2 Invite students to investigate multiples. For example, ask students what do they know and what can they find out about the multiples of 2 (ie 2, 4, 6, 8, 10…)? Then ask them the same investigative question for 3, 5 and 10. I like to use this question from Open-ended Maths Activities (Sullivan & Liburn, 2008): A number was shown as a set of dots. Part of the pattern looks like the pattern below. What might the number be? How did you know? X ÷
- 5. Teaching idea 3 I teach multiplication and division simultaneously so that students develop an understanding of the difference between them. When I initially begin teaching I use the term ‘groups of’ instead of the symbol for multiplication. Similarly, for division I use the term ‘put into groups of’ instead of the symbol. X ÷
- 6. Teaching idea 3 continued… I demonstrate how to represent multiplication and division visually on the whiteboard. Then ask students to use the same method to visually explain the 2, 5 and 3 multiplication and division number sets. This takes some time for students to complete. I also like to invite students to write the number sentence using words and symbols. For example, 2 groups of 3 equals 6 or 2x3=6 6 put into groups of 2 equals 3 in each group or 6/2=3 X ÷
- 7. Teaching idea 4 I recorded a video demonstration of myself explaining multiplication and division. I then uploaded it to YouTube can create a QR code. Students then glue the QR code into their math book and if they needed revision at anytime they scan the QR code, watch the video and then continue with their work. There are plenty of video tutorials online which you can choose from if you don’t want to create your own. I also created QR codes for YouTube raps, rhymes or songs in order to help students remember number facts. X ÷
- 8. Teaching idea 4 continued… To create a QR code, I use QRStuff.com. Simply paste in the URL (YouTube link) and it will generate a QR code for you. X ÷ QR code for my tutorial using the link: https://www.youtube.com/watch?v=bPcP9wI 4w2c QR code for a 2x tables song using the link: https://www.youtube.com/watch?v=L2wBED DiCzQ
- 9. Teaching idea 5 Introduce students to simple worded problems using multiplication, then division and then a combination of both. Writing worded problems can be time consuming to I use a free math word generator from Mathsaids.com. Once students are familiar with answering worded problems ask students to write their own for a peer to answer. X ÷
- 10. Teaching idea 6 Ask students to practice learning their times tables online. Below are some links which I like to use: http://www.multiplication.com/games http://www.ictgames.com/multinumberlines.html http://www.mathplayground.com/ASB_PenguinJumpMultip lication.html http://www.mathplayground.com/ASB_GrandPrixMultiplica tion.html http://www.mathplayground.com/ASB_MeteorMultiplicatio n.html X ÷
- 11. Teaching idea 7 Invite students to practice multiplication and division facts using iPad apps. Below are my favourite ones: X ÷ Divide it up (free) Math Splat ($1.29) Wipeout Wall ($0.99) FlashToPass (free)
- 12. Teaching idea 8 Introduce students to arrays. I great way to do this is to model arrays on an interactive whiteboard. I use the same grid background as students have in their books. It is also a good idea to give students flip blocks (square tiles) so that they can make, turn and manipulate the blocks in order to create arrays. Using the image on this slide, how might students turn the array to create a different one? X ÷
- 13. Teaching idea 9 Use Lego blocks to explore arrays. Ask student to select a block and record the array. Can they turn the block to create a different array? X ÷ 2x4=8 If you turn this block so that it is vertical the array becomes 4x2=8.
- 14. Teaching idea 10 Ask students to find arrays in the environment. If you have iPads, invite students to use Explain Everything to annotate their discoveries. X ÷
- 15. Teaching idea 11 Play the Array Game. This teaching idea was found on AustralianCurriciulumLessons.co/au and my students loved it. Students “play in pairs each has their own 10×10 grid. Each player rolls 2 6-side dice and colours in the area on the grid indicated by the dice. For example, if a player rolls a 2 and a 3 they colour in any 2×3 rectangle. Students write down their multiplication fact (2×3) inside the squares they have blocked. Students play until one player cannot fit an array. The last student to make a full array win” (source). Following the web link you will find the 10x10 grid as a PDF which can be downloaded. X ÷
- 16. Teaching idea 11 continued…X ÷ We played the Array Game on the whiteboard together and then students played in pairs. To add another element of excitement we used electronic dice which light up and reveal a number.
- 17. Teaching idea 12 Students play in pairs. Each pair requires 6 plates, 1 dice and some counters. Start with 15 counters but you can easily use more or less depending on your students. Player 1 rolls the dice. The number on the dice indicates the number of plates the player selects. The player then shares the 15 counters evenly amongst the number of plates and keeps the leftovers. If there are no left overs, the player scores 0. Then the player’s partner has their turn. Encourage students to record their results each time. For example, 15/2=7 R0. Game source: The Teacher Studio Blog X ÷
- 18. Teaching idea 13X ÷ Create a multiplication pyramid. I like to set this activity up on a table so that students can work on it in the morning or if they finish work early. The idea is for the class to work together to create pyramids. Start with a base of 9x9. Then add an 8x8 layer, followed by a 7x7 layer, until you finally have a single block at the top. This is not my original idea. Game Source: Mr Ray’s Blog
- 19. Teaching idea 14X ÷ I regularly use Study Ladder Rapid recall in order to generate multiplication sheets for students. Once you have generated a sheet, print if off and ask students to fold the answers underneath. Then set a timer and say go! Students answer the questions as fast as they can and record the time taken at the top of their page. They then unfold the answers and mark their own math mental!
- 20. Teaching idea 15X ÷ Bloom’s Taxonomy (modified) Remembering: Write as many multiplication facts you can think of which have an answer of 16? What about 12? etc… Write as many division facts as you can think of which have an answer of 5? What about 10? etc… Understanding (comprehension, application): The number 12 is halfway between two numbers. What might those two numbers be?
- 21. Teaching idea 15 continued…X ÷ Analysing: Explain the relationship between halving and dividing by two. (Source: Emry, Lewis & Mophett (2006), Open ended math tasks, p.48). Synthesising: Is multiplication or division more difficult to learn and understand? Explain your reasons. Creating: Design a game using multiplication or division.
- 22. Teaching idea 16X ÷ Multiple Intelligences Verbal/Linguistic: List mathematical words used to describe multiplication and division. Logical/Mathematical: Write a series of steps to explain the process of multiplication and division Visual/Spatial: Explain multiplication and division visually using a series of diagrams. Musical/Rhythmic: Write a tongue twister or a short poem about multiplication and division. (Source: Emry, Lewis & Mophett (2006), Open ended math tasks, p.49).
- 23. Teaching idea 16 X ÷ Bodily/Kinesthetic: How could you use your fingers and toes to help you explain multiplication or division facts? (Source: Emry, Lewis & Mophett (2006), Open ended math tasks, p.49). Interpersonal: Which multiplication and division fact sets are the hardest or easiest to explain. Work with a partner, discuss your ideas and create guide for kids. Which facts should kids lean firs? Why? Intrapersonal: Write an explanation of what you have learnt during Math about multiplication and division.
- 24. CopyrightX ÷ Throughout this PowerPoint I have acknowledged ideas which were not my original ideas. These resources may be shared and used for educational purposes only. Commercial use is not permitted. CONTACT DETAILS: jvillis@inter-tech.com.au My Blog: http://intertecheducation.edublogs.org/ My Pinterest Page: http://www.pinterest.com/joannevillis/

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