Multiplication MA1-6NA use a range to mental strategies and concrete materials for multiplication. Students will use concrete materials to model multiplication by forming an array of equal rows or equal columns. Mathematicians Centre Prompt: Learning with LEGO
- Find the blocks you need to get started. - Create your design! - Find out how many LEGO studs you used altogether. Show your thinking with pictures, numbers and words. Today we are learning about multiplication and how we can show our thinking about multiplication by using LEGO blocks to create designs. Now to do this, we first we need to learn about arrays. What is an array? An array is a set of equal groups in rows and columns. We are going to watch a video https://www.youtube.com/watch?v=lRgKavUxvKY Stop video at (1 min). After the video is finished use the powerpoint and pictures of blocks to explain the prompts to students. Have you noticed that most LEGO blocks are made up of arrays? Let’s look at some LEGO blocks from the top view. The studs (explain that we can call the raised dots on the LEGO block studs) on each block form an array, you can see the rows and columns just like in the video we watched! Using paddle pop sticks have a student come up to the board and circle the rows. How many rows do we have? How many studs in each row? Can we use skip counting to work out how many altogether? Next have a student come up to the board and circle the columns in a different colour. How many columns are there? Can we use skip counting to work out how many studs altogether? (Model 2-3 times using different blocks) Notice we get the same answer whether we count by ones, or in rows or columns! The number of studs doesn’t change but we can find an answer in different ways! Skip counting helps us determine the answer in a quicker way! How do I plan? What does a plan for this centre look like? Use on of the student’s work sample to show an example (Abdulrahman’s plan). Explain how he’s thinking creatively. Refer back to anchor chart ’ Starts with an idea, using your plan as a guide, working with a team, gathering supplies, setting up a space to work, working on making or doing something slowly and carefully, reflecting on your learning and making changes, trying lots of different things, feeling frustrated if things don’t work out but persevering and trying lots of different things, choosing your best idea to share with others, feeling successful and proud once you’ve achieved your goal. I wonder how Abdulrahman might work out how many studs he uses altogether to make his design!? If you go to the mathematician’s centre today that is your challenge! Don’t forget that the learning we have been doing about skip counting will help you! What might thinking creatively look like in the other centres: Explorer’s Centre: students could use their scientist eyes to accurately draw what they see in the natural environment, such as different flowers, sticks leaves; write a description with a detailed picture or photos, they can use the ipads to take photos Author’s Centre: students could show their learning as a poster, record a video of themselves telling a story using the felt boards as a prop Inventor’s Centre: students could use the grid or a blank piece of cardboard to design a path to move your bee bot along and then write down the programs steps. Can another group follow your instructions to follow the exact same path?
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