On Friday, students began thinking about "Things That Come in Groups." As a class, we developed a chart with things that came in groups of 2-12. For example, four wheels on a car, 6 legs on an insect, 7 days in a week, etc. This was the very first lesson in our multiplication and division unit.
During the work period, students answered several basic "Equal Groups" problems. Students set off to work with no discussion about multiplication or how even how to solve. Instead, students were encouraged to use what they "visualized" in their mind about the problem to help them solve. We were blown away by the variety of different strategies and incredible math thinking that the students demonstrated! Check out the chart below for some the strategies that we shared in closing.
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While some of the strategies are more efficient than others, all of the students are off to an incredible start!
It is extremely important for students to build this conceptual understanding of multiplication before jumping to "memorizing" facts. If you let them work through this process, their thinking will be much more flexible, accurate and efficient as a result.
Also, don't forget that when we see the "X" symbol we say "groups of" in class. For example, 5 x 3 would be said "five groups of three." You can help at home by encouraging this vocabulary so that students are able to visualize what the problem looks like in their mind. :)
Students: What strategy is YOUR next step?
During the work period, students answered several basic "Equal Groups" problems. Students set off to work with no discussion about multiplication or how even how to solve. Instead, students were encouraged to use what they "visualized" in their mind about the problem to help them solve. We were blown away by the variety of different strategies and incredible math thinking that the students demonstrated! Check out the chart below for some the strategies that we shared in closing.
.JPG)
It is extremely important for students to build this conceptual understanding of multiplication before jumping to "memorizing" facts. If you let them work through this process, their thinking will be much more flexible, accurate and efficient as a result.
Also, don't forget that when we see the "X" symbol we say "groups of" in class. For example, 5 x 3 would be said "five groups of three." You can help at home by encouraging this vocabulary so that students are able to visualize what the problem looks like in their mind. :)
Students: What strategy is YOUR next step?
math is awesome Alexandra
ReplyDeleteThank for for posting your strategy chart. It is very helpful to see the evolution of the strategy development with multiplication and get a "window" into the classroom as to what is being discussed during Math Workshop.
ReplyDelete