MBT Sampler Flipbook

21 CONCEPTUAL BASED INSTRUCTION 5 Step 31 ©MathTeachersPress, Inc. Reproductionby anymeans is strictlyprohibited Step 1:Build 2 groups Step 2:Exchange if possible Step 3:Record Ones Tens Hundreds Ones Tens Hundreds 162 3 2 ______ 324 2. 3 153 3. Make up aword problem about 4 132. ______________________________ ______________________________ 4. Make up aword problem about 3 153. ______________________________ ______________________________ Use base ten blocks tomultiply. Draw a picture. (Use for ones, for tens and for hundreds.) 1. 4 132 WorkSpace Using Base Ten Blocks to Multiply Ones Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds WorkSpace Example: 2 162 = 2 (100 + 60 + 2) Objective: To draw a picture of the product of a 1-digit by a 3-digit number before and after regrouping. Materials: Base ten blocks, Place Value Mats (Masters 14 & 15) Drawing a Picture Write on the board: There are 142 cows on a dairy farm. If the farmer was able to fill 3 cans of milk from each cow, how many cans of milk would he have? Have a student read the problem, underline the question, circle the facts, decide on the operation, and write the number sentence: 3 3 142 = n Ask students working in small groups to use base ten blocks and record the problems by drawing pictures and reading the answer from the pictures. Build 3 groups of 142 on your mat. Put blocks of the same value together. How many ones? (6) Tens? (12) Hundreds? (3) Can you make any exchanges? (Yes, exchange 10 tens for 1 hundred) How much is 3 3 142? (4 hundreds, 2 tens, 6 ones, or 426) Show how the problem was recorded. Ask a student to draw a picture of the problem. Explain that drawing pictures is “thinking with your eyes” or visual thinking. Remind students that if they can visualize a problem in their mind, they will remember it better. Draw a picture of your blocks on a paper folded into three parts with ones, tens, and hundreds labeled on it. Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Can you exchange? (yes; 10 tens for 1 hundred) Now draw a picture of your blocks on your paper after trading. Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Ask a student to help make up a word problem related to 2 3 162. Build two groups of 162 on a Place Value Mat. Ask students to draw a picture of the blocks on a piece of paper. Now exchange 10 tens for 1 hundred and ask the students to draw a second picture of the blocks after the exchange. Have students check their drawings by comparing them to those in the illustration at the top of the page. For problem 1, write 4 3 132 on the board. Build 4 groups of 132. Draw a picture of your blocks on the first Place Value Mat in problem 1. Check. Students draw: Tens Hundre s Ones Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Can you exchange? (yes, 10 tens for 1 hundr d) Now draw a picture of your blocks on the second Place Value Mat in problem 1. Show the number after the trade. Record the problem in the workspace. Students draw: Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Tens Hundreds Ones Have students complete problem 2 with a partner. Do problems 3 and 4 as a class. Answer Key 1. 528 2. 459 3. and 4. Answers will vary, record problems for a class file. - Skill Builders using Action Math Level B : 21-6. (See Teacher Notes, pg. 16 for Error Analysis. in the Foreword to the Skill Builders.) Use Skill Builders using Action Math Level B : 21-7 for evaluation and to identify students needing further help. Page 31 Representational Abstract Explicit Instruction Using CRA Developing Conceptual Understanding R A Lessons move students through the 3 stages of learning: Concrete–Representational–Abstract (CRA) Concrete C Teacher Support Lesson plans include lightly- scripted questions to help teachers guide conceptual understanding: 1. How many ones, tens, hundreds? 2. Can you make any exchanges? 3. Draw a picture of your blocks on a Place Value Mat. The words “ones,” “tens” and “hundreds” are place value names .