Monday, December 5, 2011
Thursday, November 17, 2011
Multiplication Strategies
I am teaching multiple strategies to assist in solving multiplication problems. We have solved problems using the strategies described below. Please encourage your child to use these strategies when solving multiplication problems.
REPEATED ADDITION
In this strategy, students see the multiplication problem as an addition problem. For example, 6 x 8 can be solved by adding 6 to itself 8 times, or by 8 to itself 6 times. Your child's work may look like this:
6 8
6 8
6 8
6 8
6 8
6 +8
6 48
+6
48
This strategy works well with single-digit multiplication and some two-digit problems. It is not going to work for all problems.
ARRAYS
Physical arrays or models are another effective means to solving multiplication problems. This is a pictorial representation of the problem. In the problem 6 x 8, students will draw 6 rows and place 8 objects in each row. This is how it would look:
1 ********
2 ********
3 ********
4 ********
5 ********
6 ********
Once the student has drawn the array, all that's left to do is to count the total number of obects (48) to determine the answer. The student could also solve the same problem using 8 rows with 6 objects in each row.
NUMBER LINE
This strategy requires students to be strong skip counters and to utilize addition strategies. Students draw an empty number to assist in solving the problem. Here is how this would look when solving 6 x 8:
The student made 6 jumps of 8 and ended at 48. This could also be done with 8 jumps of 6.
REPEATED ADDITION
In this strategy, students see the multiplication problem as an addition problem. For example, 6 x 8 can be solved by adding 6 to itself 8 times, or by 8 to itself 6 times. Your child's work may look like this:
6 8
6 8
6 8
6 8
6 8
6 +8
6 48
+6
48
This strategy works well with single-digit multiplication and some two-digit problems. It is not going to work for all problems.
ARRAYS
Physical arrays or models are another effective means to solving multiplication problems. This is a pictorial representation of the problem. In the problem 6 x 8, students will draw 6 rows and place 8 objects in each row. This is how it would look:
1 ********
2 ********
3 ********
4 ********
5 ********
6 ********
Once the student has drawn the array, all that's left to do is to count the total number of obects (48) to determine the answer. The student could also solve the same problem using 8 rows with 6 objects in each row.
NUMBER LINE
This strategy requires students to be strong skip counters and to utilize addition strategies. Students draw an empty number to assist in solving the problem. Here is how this would look when solving 6 x 8:
Multiplication
We have started learning our basic multiplication facts!!! The program I am utilizing is called "Times Tables the Fun Way!" This program teaches the students stories and songs to assist them in remembering some of the most commonly missed facts. Here are the facts and the stories we have learned thus far:
3 x 3 = 9 the three blind mice
3 x 4 = 12 and 4 x 3 = 12 the cheerleaders
8 x 8 = 64 the snowmen
7 x 7 = 49 the soldiers
4 x 4 = 16 the hang glider
6 x 4 = 24 and 4 x 6 = 24 the magic pond
8 x 7 = 56 and 7 x 8 = 56 the trampoline
6 x 6 = 36 the thirsty sixes
3 x 6 = 18 bigfoot
6 x 8 = 48 the birthday cake
3 x 7 = 21 butterfly tree
7 x 4 = 28 fireman
7 x 6 = 42 high jump
8 x 4 = 32 pigs
Your child should be able to retell these stories. We have also learned the zeros, ones, twos, fives, and nines. Your child should be familiar with the commutative property, identity property (when you multiply by 1, the answer is always the other number), and the zero property. They should also know the terms factor and product.
3 x 3 = 9 the three blind mice
3 x 4 = 12 and 4 x 3 = 12 the cheerleaders
8 x 8 = 64 the snowmen
7 x 7 = 49 the soldiers
4 x 4 = 16 the hang glider
6 x 4 = 24 and 4 x 6 = 24 the magic pond
8 x 7 = 56 and 7 x 8 = 56 the trampoline
6 x 6 = 36 the thirsty sixes
3 x 6 = 18 bigfoot
6 x 8 = 48 the birthday cake
3 x 7 = 21 butterfly tree
7 x 4 = 28 fireman
7 x 6 = 42 high jump
8 x 4 = 32 pigs
Your child should be able to retell these stories. We have also learned the zeros, ones, twos, fives, and nines. Your child should be familiar with the commutative property, identity property (when you multiply by 1, the answer is always the other number), and the zero property. They should also know the terms factor and product.
Friday, September 9, 2011
Number Sense Review
Click on the link above to enjoy a Jeopardy-style game. This is designed to help you prepare for you first math test on THURSDAY SEPTEMBER 15.
"Matter" Review Games
http://www.bbc.co.uk/schools/ks2bitesize/science/materials/
http://www.neok12.com/States-of-Matter.htm
http://www.quia.com/rr/38085.html?AP_rand=653911528
TEST on FRIDAY SEPTEMBER 16 - Students have a study guide also to help prepare. Get ready for the test Third Herd...it "MATTERS!""
http://www.neok12.com/States-of-Matter.htm
http://www.quia.com/rr/38085.html?AP_rand=653911528
TEST on FRIDAY SEPTEMBER 16 - Students have a study guide also to help prepare. Get ready for the test Third Herd...it "MATTERS!""
Monday, April 11, 2011
Third Herd Biographies
Third Grade students researched a person of interest from history, took notes using an outline format, and presented their information to classmates and family. Check out some of our "visitors!" Great job Third Herd!!
Monday, March 7, 2011
Multiplication Drills
We are currently working on learning our basic facts (0 - 12). These websites have speed drills and games to help your child memorize the multiplication facts.
http://multiplication.com/interactive_games.htm
http://www.gamequarium.com/multiplication.html
http://multiplication.com/interactive_games.htm
http://www.gamequarium.com/multiplication.html
Tuesday, February 15, 2011
Wednesday, January 19, 2011
Sound Test Review
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