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Teaching Whole Number Operations

The document discusses teaching methods for introducing key mathematical concepts to students. It proposes using manipulatives like blocks or snacks to demonstrate addition, subtraction, multiplication and division of whole numbers. For addition and subtraction, students would arrange blocks into groups and see that the total is the same regardless of order. For multiplication, snacks like Cheez-Its are used to create arrays and show that the area calculated by multiplying length and width equals the total number of items.

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11 views2 pages

Teaching Whole Number Operations

The document discusses teaching methods for introducing key mathematical concepts to students. It proposes using manipulatives like blocks or snacks to demonstrate addition, subtraction, multiplication and division of whole numbers. For addition and subtraction, students would arrange blocks into groups and see that the total is the same regardless of order. For multiplication, snacks like Cheez-Its are used to create arrays and show that the area calculated by multiplying length and width equals the total number of items.

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© All Rights Reserved
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LAUREN BURGESS

Section 3.2: Addition and Subtraction of Whole Numbers.


Commutative property of addition.
EXPLAINATION: Theorem 3-2: Commutative Property of Addition of Whole Numbers
states that If a and b are any whole numbers, then a + b = b + a. The word commutative
derives from the root word commute which means to interchange. Basically, the theorem
states that when youre adding whole numbers, the order does not matter, the sum will be
the same.
ACTIVITY: In class, I would get out a manipulative, so maybe small blocks. I would ask
the children to pick out 10 blocks. Then, I would ask them to divide the 10 blocks into
two groups, the groups can contain any amount they want (1 and 9, 2 and 8, 3 and 7, 4
and 6, 5 and 5, 6 and 4, 7 and 3, 8 and 2, or 9 and 1). Then I would ask them to treat the
blocks as an addition problem so for example 4 + 6 = 10. Being that they can
comprehend basic addition, they would understand yes, a + b = 10. Next I would ask
them to reverse their blocks, now it would be 4 + 6 = 10. I would proceed to ask: why did
the sum not change? Why can we manipulate the order of the integers? Why must they be
whole numbers?
Next I would let them try with this chart, Rainbow to 10! How many ways can they
breakdown the number 10? Finally using this manipulative to introduce the commutative
property and give the theorem a + b = b + a.
Rainbow to 10. A Cupcake for the Teacher. 21 Jan 2013. Web. 4 Dec. 2016.
LAUREN BURGESS

Section 3.3: Multiplication and Division of Whole Numbers


Explain and demonstrate array and area model.
An array is a useful way to explain the multiplication of whole numbers. To create an
array, objects must have the same number in each row and in each column, for example,
and egg carton has 2 rows of 12. Next, you want to count the area, so that would be your
length (12 eggs) times the width (2 eggs) to give you a total of 24 eggs.
To make an activity fun, I would bring in boxes of Cheezits. I would tell each student to
take 12 Cheezit from the box and lay them out to create a rectangle. They could then lay
them out at 6 x 2 or 3 x 4 demonstrating that however they lay them out in rectangle
form, they will always have 12 Cheezits. By multiplying the length and width of their
rectangle, they will also see that their answer equals 12. I would then allow them to try

= 12
3

OR

= 12
2

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