Hi All,
It seems like we're always asking questions in math. When you think about it, almost all the math you do; addition, subtraction, multiplication, percentages, fractions, all of it is answering the same question, "How much or how many?"
Today's question is a tangent of that, as we ask, "Which has more?" A little comparison action.
This is a good activity for those beginning multiplication when we want to make clear that multiplying means dealing with a given number of equal sets or groups of things. Like 5 groups of 5. Or 6 groups of 4. Oh, by the way, which of those has more?
They're pretty close, aren't they? In today's activity, each student is given a "Which Has More?" page (link below.) Their task is to draw two pictures on the page. Each picture should have the same type of items arranged in similar but slightly different groupings (and slightly different amounts) so that anyone looking at the page will have to look closely to calculate an answer. Each drawing should have a describing sentence underneath it, such as "3 circles with 5 stars" or "4 circles with 4 stars." It is best to make simple drawings like circles, stars, cookies, etc.
At the bottom of the page, have students write the corresponding multiplication facts and answers. Then ask them to cover that area by taping a piece of paper over the answers. When students share their paper (or exchange) with others, students can try to guess which has more, and then check their answers by lifting the flap.
When back in school, this makes a great interactive bulletin board. Enjoy! Have fun! Stay safe! Here is the link to the page:
https://drive.google.com/file/d/1ZTO0dpZFWM3f4LFYtNXPEHXhfzdIPkNQ/view?usp=sharing
As we say down here in the south, blessings, ya'll! (Well, some of us do anyway. :)
Bob
This is originally from Reteaching Math: Multiplication and Division by Audrey Kennan and Bob Krech (Scholastic, 2008)
It seems like we're always asking questions in math. When you think about it, almost all the math you do; addition, subtraction, multiplication, percentages, fractions, all of it is answering the same question, "How much or how many?"
Today's question is a tangent of that, as we ask, "Which has more?" A little comparison action.
This is a good activity for those beginning multiplication when we want to make clear that multiplying means dealing with a given number of equal sets or groups of things. Like 5 groups of 5. Or 6 groups of 4. Oh, by the way, which of those has more?
They're pretty close, aren't they? In today's activity, each student is given a "Which Has More?" page (link below.) Their task is to draw two pictures on the page. Each picture should have the same type of items arranged in similar but slightly different groupings (and slightly different amounts) so that anyone looking at the page will have to look closely to calculate an answer. Each drawing should have a describing sentence underneath it, such as "3 circles with 5 stars" or "4 circles with 4 stars." It is best to make simple drawings like circles, stars, cookies, etc.
At the bottom of the page, have students write the corresponding multiplication facts and answers. Then ask them to cover that area by taping a piece of paper over the answers. When students share their paper (or exchange) with others, students can try to guess which has more, and then check their answers by lifting the flap.
When back in school, this makes a great interactive bulletin board. Enjoy! Have fun! Stay safe! Here is the link to the page:
https://drive.google.com/file/d/1ZTO0dpZFWM3f4LFYtNXPEHXhfzdIPkNQ/view?usp=sharing
As we say down here in the south, blessings, ya'll! (Well, some of us do anyway. :)
Bob
This is originally from Reteaching Math: Multiplication and Division by Audrey Kennan and Bob Krech (Scholastic, 2008)
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