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terminology related to division a good way to remedy this situation is to familiarise children with these concepts in concrete contexts to
e1 do you agree that multiplication and division should be learnt intermeshed with each other or not give reasons for your answer e2 how would you
ratio - situations in which we need to compare two quantities in terms of their ratio eg if munna weighs 40 kg and munni weighs 50 kg find the ratio
equal-sharing - situations in which we need to find out how much each portion multiplication and division contains when a given quantity is shared
grouping - situations in which we need to find the number of portions of a given size which can be obtained from a given quantity eg if there are 50
write down two more reasons why children consider division difficult regarding the first reason given above one of fie few division related
also their inability to apply the algorithm for division becomes quite evident the reason for these difficulties may be many we have listed some of
what division means ask any primary school teacher which areas in arithmetic the children find very difficult division will probably top her
what is our aim when teaching children multiplication firstly they should be able to judge which situations they need to multiply in and the numbers
e1 why do we shift the place by one of the result in the second row of the calculation when we multiply say 35 by 237e2 write down the algorithm for
how does the algorithm workmost of us when asked to multiply say 35 by 23 writewhy do we place the mark x or 0 or leave a blank in the second row of
1 give some class 4 children around you problems like 15 x 6 to do dentally interact with them to find out the different strategies they use for
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