So, Year 4 can multiply a teens number by a one-digit number, using Cuisenaire rods, and the grid (box) method. At least when we do that as a specific lesson.
Most of the students can multiply two small two-digit numbers this way:
And when we give a simple real-life situation, like we did in this 3-Act task last week, they could use it.
In the next few weeks we should abstract away from area questions and see whether they reach for and can use this tool for non-area situations. But J, my partner teacher in the other Year 4 class would like to do some more area situations, but more complicated. L-shapes, that kind of thing.
Well, Graham Fletcher has provided a nice one that we'll do on Tuesday, one of his great 3-Act tasks. It's Paper Cut. I'm really interested to see how students respond to this, without telling them too much.
So, for Wednesday... an L shape...
Our staff room is L shaped, so before I went home yesterday I had a look. I think it could work...
It's carpeted with our half-metre long squares. From the back of the fridge on the left across to the door on the right is the length of eight carpet squares.
Rounding a little, and adding a grid, I've got the dimensions, measured in carpet-tile lengths:
Most of the students can multiply two small two-digit numbers this way:
And when we give a simple real-life situation, like we did in this 3-Act task last week, they could use it.
In the next few weeks we should abstract away from area questions and see whether they reach for and can use this tool for non-area situations. But J, my partner teacher in the other Year 4 class would like to do some more area situations, but more complicated. L-shapes, that kind of thing.
Well, Graham Fletcher has provided a nice one that we'll do on Tuesday, one of his great 3-Act tasks. It's Paper Cut. I'm really interested to see how students respond to this, without telling them too much.
So, for Wednesday... an L shape...
Our staff room is L shaped, so before I went home yesterday I had a look. I think it could work...
It's carpeted with our half-metre long squares. From the back of the fridge on the left across to the door on the right is the length of eight carpet squares.
Rounding a little, and adding a grid, I've got the dimensions, measured in carpet-tile lengths:
I think I'll suggest we start by giving them this shape, and asking what they notice and wonder. This has gone well before. And then, what?
Perhaps off individually to write in their journal what they noticed and what other people noticed?
Then, if it hasn't come up, introduce the idea of area, by showing the staff room picture and plan, with the question 'How many carpet tiles would you need for this room?'
How shall we go then? Perhaps individual reflection on how to do it first, then sharing in pairs, then having a go at it in pairs.
What would you do?
____________________
Notes in response to John's comment:
The 3rd act could perhaps be in image form:
or as a video?
This would do for choosing an L shape:
Read how it went in the next post.