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"36 Train" with Cuisenaire Rods
"36 Train" with Cuisenaire Rods
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Content
Content
Expectations: B2.2 B2.1
Expectations: B2.2 B2.1
Key Concepts
-The facts of 1, 2, 5, and 10 can be used to determine the facts for other numbers.
-The commutative property holds true for addition and for multiplication. The order in which the numbers are added or multiplied does not matter; the results will be the same (e.g., 45 + 62 = 62 + 45 and 12 × 6 = 6 × 12).
-There are number patterns that can be used to quickly test whether a number can be evenly divided by another number. Divisibility rules can be used to determine factors of numbers.
Learning Goal
Learning Goal
We want students to understand...
We want students to understand...
When you add units of equal size (repeated addition/skip counting) you can multiply
You can represent multiplication on a number line
Success Critera
Success Critera
I can relate division to multiplication (fact families)
I can multiply and divide numbers using concrete materials, drawings and symbols
I can recall multiplication and division facts
Pedagogy
Pedagogy
Minds On
Minds On
Create a "36 Train" using 3 orange and 1 dark green Cuisinaire rod.
Create a "36 Train" using 3 orange and 1 dark green Cuisinaire rod.
Example of "36 Train"
Have students create as many single coloured trains, the same length as the "36 Train".
Have students create as many single coloured trains, the same length as the "36 Train".
For Educator Reference:
White= 1 Dark Green=6
Red=2 Black=7
Light Green=3 Brown=8
Purple= 4 Blue=9
Yellow=5 Orange=10
Action!
Action!
Students will investigate which factors are missing and/or not possible to create with the Cuisenaire Rods (ex: 18 x 2, 12 x 3)
Students will investigate which factors are missing and/or not possible to create with the Cuisenaire Rods (ex: 18 x 2, 12 x 3)
Students will use the ‘Mathies Notepad’ App to document the multiplication (repeated addition/skip counting) on a number line.
Students will also record the multiplication & division equations.
Student Handout to Record Thinking: Access Here
Video Instructions:
36 Train Task Instructions.mp4consolidation ideas
consolidation ideas
- How could we organize the trains mathematically? Why would this be helpful?
- How can we determine if we have all the factors?
- What is the relationship between 3x8 and 8x3? (Commutative Property)
Independent Task/Assessment Opportunities
Independent Task/Assessment Opportunities
Knowledgehook Custom Activity
Knowledgehook Custom Activity
12x12: Access here
12x12: Access here
Multiplication Lesson 2 Independent TaskExit Slip: Question from Marian Small's "Building Proportional Reasoning" Book
Exit Slip: Question from Marian Small's "Building Proportional Reasoning" Book
p.39
p.39
Additional Follow Up Tasks
Additional Follow Up Tasks
Technology
Technology
virtual manipulative
virtual manipulative
Relational Rods (by Mathies)
Relational Rods (by Mathies)
in DSB1 App Catalogue
virtual manipulative
virtual manipulative
Mathies Notepad
Mathies Notepad
in DSB1 App Catalogue
Number talk Resources
Number talk Resources
For B2.2 for Grade 4-5
For B2.2 for Grade 4-5
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