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maya gives the children examples of distributive with small numbers initially and leads them towards discovering the law the usual way she does this
the distributive law if you were asked to mentally multiply 37 with 9 how would you proceed 1 would do it as follows - 37 is 30 7 30 x 9 270 7
the multiplication algorithm some class 3 children in a nearby school had been taught the standard multiplication algorithm and had even done
evolve a game to help children remember basic multiplication factsin this section we have looked at ways of helping children absorb some simple
which of the following is the most crucial aspect of learning multiplicationi multiplication factsii recall of tables and their recitationiii
maya says thafl for instance to help the children of class 2 construct the 5 times table she uses their hands each child counts how many fingers on
constructing tables versus rote learning ask any adult how she would help a child to acquire simple multiplication facts there is a very strong
6-year-old rahul wasnt able to understand multiplication when it was thrust upon him in school his mother discussed this problem with some of us on
cartesian product - situations in which the total number of ordered pairs or triples or are do be found eg if hari makes dosas of 3 different sizes
array - when items are arranged in a regular rectangular pattern of rows and columns counting how many there are eg if there are 3 rows of 5 girls
rate - when we know how many objects are in a set and need to find out the total number in several copies of that set eg if a child uses 4 copybooks
equal groupings - when we want to find how many objects there are in several equal-sized sets eg if there are 3 baskets each with 4 bananas 4 oranges
developing an understanidng of multiplication the most important aspect of knowing multiplication is to understand what it means and where it is
adding equally sized groups once children have had enough practice of making groups of equal size you can ask them to add some of these equal
the prerequisites for multiplication the word multiply used in ordinary language bears the meaning increase enormously for instance bacteria
objectivesafter reading this unit you should be able to1 explain the meaning of multiplication division and interpret it in different contexts2
introduction when a class 5 child was given the problem if i paid rs 60 for 30 pencil boxes how much did b pencil box cost he said it would be
in addition and subtraction we have discussed1 some ways of conveying the meaning of the operations of addition and subtraction to children2 the
there are a variety of strategies that people use for developing this ability for instance while adding 1821695 and 250 a person could estimate it
before going further let us repeat an aspect of learning which is useful to keep in mind while formulating teaching strategies a child who can add or
relating addition and subtraction in the earlier sections we have stressed the fact that to help children understand addition or subtraction
e1 how is the comparison model different from the complementary addition modele2 create one word problem related to the childrens world for each of
complementary addition -what number how many things should be added to one number or group to get the other eg a classroom can seat 50 children and
comparison - the difference between two groups or numbers namely how much one is greater than the other how much more is in one group than in the
reduction -when the original amount and the balance or remainder are known to find the part that has been given away eg there were 15 toffees in a