CREATIVE HANDS EDITIONS LTD.

BASIC GUIDE OF
SCALE BAR
MATHEMATICS
Learning through playing with mathematical blocks
Cuisenaire
Alejandro Ortiz Gómez

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 INDEX

1. The mathematical strips.................................2

2. Use of the strips. Objectives........................3

3. How to use math strips

Free play.................................................4

Size recognition……………………..6
Series........................................................7
Game of equivalences...........................7

Ordering........................................8
Sum………………………………………………...9
Remainder……………………………………………….11
Multiplication...............................12
Division........................................................13
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 THE MATH RODS
The number rods are a mathematical material primarily intended for children and
girls learn the composition and decomposition of numbers and to initiate them in
a wide variety of mathematical topics, such as the four basic operations,
fractions, area, volume, square roots, solving simple equations
the systems of equations, and even quadratic equations, all about a
manipulative and playful base. The material consists of a set of strips of
wood in ten different sizes and colors. Their length ranges from 1 to
10 cm. Each strip corresponds to a specific number and color:

The white strip (b), measuring 1 cm in length, represents the number 1.

The red strip (r), with 2 cm, represents the number 2.
The light green strip (v), with 3 cm, represents the number 3.
The pink rod (R), measuring 4 cm, represents the number 4.
The yellow strip (a), measuring 5 cm, represents the number 5.
The dark green stick (V), measuring 6 cm, represents the number 6.
The black rod (n), measuring 7 cm, represents the number 7.
The brown strip (c), measuring 8 cm, represents the number 8.
The blue strip (A), measuring 9 cm, represents the number 9.
The orange rod (N), measuring 10 cm, represents the number 10.

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Children love to manipulate shapes and create drawings, that's why these activities of
strips allow children to experiment with geometry and the
properties of shapes, among other things.
From the point of view of children's perception and learning process
fundamentally in the Early Childhood Education stage and the first years of the
Primary Education, the use of materials that concretize abstract reality
mathematics provides a fundamental motivation when it comes to engaging with the
students to this type of learning. Using play as a pretext to
learning is undoubtedly a success, bringing children closer to such learning
fundamentals such as numbers and correspondence relationships that are
They establish among themselves through a playful methodology that allows, on one hand,
that children are more motivated to learn and on the other hand, that they assimilate
mathematical reality as something close to their daily life that is involved
even in their everyday games. The proper handling of the strips and the
progressive adaptation of the activities carried out with them to the process of
the maturation and learning of children is a pending task for educators,
which will greatly facilitate the acquisition and especially the motivation of their
students before the study and work of the subject. Also, the conversion of the
mathematics in something close and manageable for children, embedded within a
the reality of the classroom in which they become the protagonists helps to avoid
future fears and rejections of a subject that often becomes a
academic wall for some students.

USE OF THE STRIPS. OBJECTIVES

With the rods, it is intended that the students:

a) Associate the length with the color.

b) Establish equivalences. By joining several strips, lengths are obtained.

equivalent to the other longer ones.

c) Know that each strip represents a number from 1 to 10, and that each one
from these numbers corresponds to a specific strip.

d) Form numbering series from 1 to 10, based on the fact that each number
is equal to the previous one plus 1 (n+1).

e) Check that each number includes the previous ones.

f) Manipulatively work with the relationships of numbers: 'is greater than'; 'is less than'
less than" and "is equivalent", based on lengths.

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g) Carry out different serializations.

h) Introduce the decomposition and composition of numbers.

i) Introduce the numbering systems through different groupings.

j) Start the operations of addition and subtraction.

k) Empirically verify the commutative and associative properties of the

sum.

l) Work on the concepts of double-half.

m) Work intuitively on multiplication as the sum of equal addends.

n) Work on division.

HOW TO USE MATHEMATICAL STRIPS

FREE GAME

It is important for children to handle and become familiar with the material they are going to
work. They can play freely building basic shapes or create shapes to
through a given model.

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RECOGNITION OF SIZES

We distribute rods to the children to see who has the longest and the shortest one.
In this way, we know that the child who has the longest one is because of their number.
The blue rod is longer than the yellow rod, for example.

The procedure to follow is to choose any strip (for example, the red one) and
a common class object for everyone. The children are asked to line up
the same length as the edge of the object we have chosen, with red strips, and it
place it next to this one. We ask: how many red sticks is the 'object' measured?
The children count the number of red sticks and give us the answer. That same
an object can be measured with different rulers (we change the unit of measurement) and
evidently the child's response will be that it measures a different number from
They. It is an important moment to show the children the equivalence of
the two measures, converting each of them into unit sticks, and
checking that the results are identical.

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SERIES

First, we can use simple pair series, for example:

white red, white red, white red that would be equivalent to one-two, one-two, one-two

and then complicating them more, for example: four, five and six, four, five and
six or with pink-yellow-green, pink-yellow-green.

GAME OF EQUIVALENCES

It is essential to keep in mind that when looking for the equivalent, the sum does not
it must exceed 10.

Given any strip, we look for how we can reach this strip.
combining others. In this way we are working on decomposition.

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Given two bars together, find an individual one that is equivalent to the two.
previous. In this way, we are working on the composition.

ORDINATION

The children must build a staircase using the blocks, that staircase
it can be both upward and downward. In this way
we work on the number series in a fun and simple way. Children from
from this arrangement they will know which is the number that comes first, which is the number
what goes behind, what color represents each number.

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SUM

If the sums are small numbers, we can use the method of putting the
bar models one after another, to then compare it with a larger one,
what will be the result.

Example I: 2+4=6

Example II: 3+2=5

Example III: 3+5=8

Example IV: 6+7=13

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But if the sums are of numbers larger than ten, it is advisable to add.
the different orders separately, converting into larger strips the
results of any order.

Example V: 23+18=41

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RESTA

This activity is complementary to the previous one since subtraction is the operation.
inverse of the sum. It aims to know which strip is missing from another to form a
third, or which strip needs to be removed from another one to obtain another one
small.

Example: the children are given a large strip and another smaller one. This one is
They put it on top of the large one and we ask them: How much is the remaining piece worth?

At first, the expression "I take four from nine, and five remain" should be used.

Understood, this activity will be carried out with the proposed subtraction strips.
numerically on the board or in their notebooks.

These operations can be performed in parallel with other calculation systems.

like the abacus, the number line, etc.

The use of various procedures to carry out operations contributes to a

better understanding of the operation.

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Multiplication

Multiplications with mathematical strips can be done easily.

taking any strip and repeating it a certain number of times.

Example: 2x4=8

4 times 2 is equal to 8

This activity can be transcribed to its numerical expression, as has been done in
the previous activities of the sum.

If the result exceeds 10, an orange strip will be placed and the corresponding one.
a las unidades restantes.

Example: 6x3=18

3 times 6 is equal to 18

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Example: 3x4=12

3 times 4 is equal to 12

DIVISION

Dividing two numbers is always knowing how many times the smaller fits into the larger.
In this way, for the division, a larger strip is taken and
divide it among several strips according to the estimated fraction. This means that,
reiterate the divisor (how many times it fits into the dividend).

Example: 9÷3=3

Example: 12÷4=3

Example: 19÷2=9 and remainder 1

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 BIBLIOGRAPHY

José Francisco Martín Martín: Cuisenaire rod project mathematics.

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letas_inf05/[Link]#inicio

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DTo7W9W0/preview?pli=1

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courses_class/LUIS_BERENGUER/Act_regletas.pdf

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national

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