MATHS WITH MRS CURRAN
Big 6 in Number - Continued
In my previous article, I shared with you the importance of number and how we can all support the growth and development in the areas of Trusting the Count and Place Value. In this article, I would like to explore two more of the Big 6, Multiplicative Thinking and Partitioning.
Multiplicative Thinking - Work flexibly with the concepts, strategies and representations of multiplication and division in a range of contexts; establish the value of equal groups.
Activity for finding arrays
Arrays are collections that are arranged in rows and columns so that you can see how many easily.
Look around your house to see what arrays you can find and think about how they help determine how many altogether.
Activity to practise doubling
Doubling is a crucial part of some strategies used to multiple numbers (e.g. 4 x 6 can be solved by doubling 6 then doubling that amount, 12 + 12 is 24).
Use a deck of cards to find the pairs then talk about what the pairs equal. You can even play Go Fish by asking for a pair but including what the double equals!
Activity to practise division
Knowing that when we divide, we can use multiplication to help us is important.
When looking at arrays in the home, talk about how many altogether and how many rows or columns. Talk about how this is division.
There are 12 biscuits altogether. There are 4 in each row. 12 ÷ 4 = 3
Partitioning – the missing link in building common fraction and decimal knowledge and confidence
Activity to practise creating fractions of objects
Use paper to fold into different fractions. Try folding into halves, quarters and eighths (you can also look at how many of these make the other like how many eighths make a half) then try thirds and sixths. Can you find a good strategy for folding these?
Activity to practise creating fractions of amounts
Partitioning collections into equal amounts and fractions provides students with the connection between division and fractions. 24 cup cakes divided into 8 group.
Use a collection of something (pasta pieces, rocks, counters etc) and see if you can divide the collection in half, into quarters or even into fractions such as 2/5. To do this students would need to divide the collection amount but how many parts are required (e.g. 2/5 is 5 parts so 20 rocks divided by 5) then multiply that by the number of parts stated in the fraction (20÷5 is 4, 4 multiplied by 2 is 8 so 2/5 of 20 is 8).
 |
 |
 |
 |
| 12 counter | 12 halved | 12 in quarters | 12 in thirds |
Activity to practise working with decimals & percentages
Decimals and fractions are linked and providing opportunities for this link to be explored is important.
Provide your child with some playdough, spaghetti, something that is long and pliable. Ask them to cut this into tenths. Talk about how you might do this so that each part is equal. Practise recording the parts you make. E.g., 2 out of 10 pieces is 2 tenths or 0.2 or 20%. You can also use catalogues to practise percentages. Looking at what percentage is discounted and how much you are really saving! (E.g., the ad suggests that the price is 20% off the normal price of $12.40, if 10% of $12.40 is $1.24 then 20% is $2.48, is that really a big saving?).
