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Chapter 8 Key Points

This document provides guidance for teaching basic math operations like addition, subtraction, multiplication, and division to children. It recommends using concrete models and word problems to help children develop understanding of different problem types for each operation. It warns against phrases that can cause confusion, like saying addition always makes numbers bigger or that you can't divide by zero without explanation. Concrete models, pictorial representations, and contextual word problems are emphasized to promote sense-making over rote memorization.

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Kelton Coombe
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4 views

Chapter 8 Key Points

This document provides guidance for teaching basic math operations like addition, subtraction, multiplication, and division to children. It recommends using concrete models and word problems to help children develop understanding of different problem types for each operation. It warns against phrases that can cause confusion, like saying addition always makes numbers bigger or that you can't divide by zero without explanation. Concrete models, pictorial representations, and contextual word problems are emphasized to promote sense-making over rote memorization.

Uploaded by

Kelton Coombe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Music (classic)

https://www.youtube.com/watch?v=2FydDzKecpI
Chapter 8
Developing Meanings for the
Operations
Understanding
Operations
+/-/x/÷

Modelling
Context Problem Types
Children need
Use word Each operation has opportunities to act out
problems to help many different the operations concretely,
children make structures or types. to draw them out
sense Some types are pictorially, and to use
more difficult than represent it symbolically
others.
Create one problem for
addition and
one problem for subtraction

● use ‘Hatchimals’ as the


context
● use the 12 fact
family 4 8
J oin
J ordan has 4 Hatchimals and was given 8 more. S/he now has
12.

Star Change Resul


t t

Separate
J ordan had 12 Hatchimals and gave 4 S/he now has
away. 8.

Star Change Resul


t t
Compare
Jordan had 12 Hatchimals and Quinn has 8. Jordan has 4 more than
Quinn?

Bigger Smaller Differenc


Amount e
Amount

Part-Part-Whole
Jordan has 4 Hatchimals and 8 vinyl figures. S/he has 12
collectibles.

Part Part Whole


Models for Addition &
Subtraction
Discrete
Measurement (linear)

Concrete

Schematic
Pictorial

3+2=
Symbolic 5
Teaching Addition &
Subtraction
DO NOT say that addition always makes numbers
bigger and subtraction makes them smaller
Confusion: adding and subtracting zeros, integers

DO NOT say, “Always take the smaller number


away from the bigger number” in subtraction
Confusion: computation, integers

DO NOT read “7 – 5” as “7 take away 5.”


Confusion: “Take away” is only one problem type. It doesn’t
match all subtraction problem types.
Multiplication and
Division
Multiplication: Circles and
Stars
Materials: paper, pencil and one die diceapp.io/
Players take turns:

1. Roll die. Draw that many circles


(e.g., 2)
2. Roll again. Draw that many stars
inside each circle (e.g., 3). 2x3=
3. How many stars? Write the multiplication 6
equation that goes with your picture.
4. Pass die to partner, and repeat.
5. Play 5 games each. Winner is
the person with the most stars.
[Think about how children would figure out
how many stars (e.g., counting, skip
counting.]
Equal-group problems
You have 12 candies to share with four friends. How
many candies would each person get?

You have 12 paper petals. Each flower has four


petals. How many flowers will there be?

How are these problems the same/different?

-partition division (group size unknown) and measurement-


division/repeated-subtraction (Number of groups unknown)
“Write a word problem for 74 ÷ 6.”

Demonstrate with and without


concrete materials, an
understanding of division (2-digit
by 1-digit), and interpret
remainders to solve problems.
Array and Area Problems

Multiplicative Comparison Problems


Mark picked 24 apples, and Jill picked only 12.
×2 How many times as many apples did Mark pick
than Jill did?
×1
Reference set 24 is 2 times as many as 12
Combination/Cartesian Product
Problems
Jackets

Navy Camel Black


Brown
Pants Gray
Blue
Black

12 different outfits
Models for Multiplication &
Division
Equal Measurement Array
Sets (linear)

Concrete

Schematic
Pictorial

Symbolic 3 + 3 = 2 x 3 or 2 x 3 = 6 or 3 x 2 = 6 or 6
=2x3
Teaching Multiplication &
Division
DO NOT say that multiplication always makes
numbers bigger and division makes them smaller
Confusion: zeros, integers, decimals

DO NOT say, “You can’t divide by zero” without an


explanation.
Example: computation, integers
grouping, inverse relationship of multiplication and division

DO NOT use the “Key Word” strategy


Confusion: Students calculate solution using the numbers
without trying to make sense of the problem.

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