Fredrico
Fredrico the ferret loves kiwi eggs. He has stashed 55 away for the winter. If he eats 5 a day how many days will they last?
fredrico_the_ferret_loves_kiwi_eggs.docx | |
File Size: | 31 kb |
File Type: | docx |
Big Ideas
Mutliplication facts we know (5x, 10x), repeated addition and repeated subtraction can be used to solve division problems.
Student Responses |
Plan |
Can't begin
5 + 5 + 5 + 5 + 5 etc 55 - 5 - 5 - 5 - 5 etc Use 5x or 10x facts |
Draw me a picture or make the stash with materials showing 55. What happens on the first day? How can we record that mathematically? What patterns can you see? What facts that we know (5x5 10x5) can you find/see in your working out? Clap happily and try and get them to link to division - how would we write that as a mutiplicaiton equation? How would we write it as a divisoin problem. Can we label each part of the equation? |
Teacher Connections
Talk about stages, getting kids to link their thinking and working out to a stage and begin to appreciate what they need to do next. Repeated addition/subtraction (Stage 5) can be used to work out Mutliplication / Division problems but if you use 10x or 5x you are pushing into stage 6.
Student Work
Classic using repeated addition to solve a times tables. NS: get them to see that the first 10 were acutally a fact they know and they didn't need to do each.
Classic repeated subtraction to solve. NS - get them to chunk groups of five eg -25 (5 groups of 5) - 25 (another 5 groups)
NS: record with times tables etc
4x5 = 20
4x5 =20
so they show with multiplication where the 11 x 5 came from...
4x5 = 20
4x5 =20
so they show with multiplication where the 11 x 5 came from...
NS: recording it mutiplicativly.