Aboriginal Perspectives

 

Aboriginal Perspectives

 

Products of 2- or 3-digit numbers with a 1-digit number

Alison Kimbley

 

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Subject Area:

Mathematics

Strand:

Number

Grade Level:

Four

Content (topic):

Exploring More Products

WNCP:

Outcome N4.4:

Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) by:

  • using personal strategies for multiplication, with and without concrete materials

  • using arrays to represent multiplication

  • connecting concrete representations to symbolic representations

  • estimating products

  • solving problems.

Indicators:

  1. Use concrete materials, such as base ten blocks or their pictorial representations, to represent multiplication and record the process symbolically.

  2. Create and solve a multiplication problem that is limited to a 2- or 3-digit number times a 1-digit number.

  3. Estimate a product using a personal strategy (e.g., 2 × 243 is close to or a little more than 2 × 200, or close to or a little less than 2 × 250).

  4. Model and solve a multiplication problem using an array, and record the process.

Mathematical Processes:

Communication
Mental mathematics and estimation
Problem solving
Reasoning
Visualization

Lesson Preparation
   

Equipment/ materials:

Advanced Preparation:

Presentation
Development

  • Discuss the significance of beads with the students. For example, beading has been an important part of First Nations culture for approximately 8,000 years prior to European contact. Beads were made of shell, pearl, bone, teeth, stone and fossil stems. Glass beads were introduced to the First Nation and Métis culture when the explorers came from Europe and brought seed and glass beads as trading items.

  • Explain to students that each tribe has distinct designs, patterns and approaches therefore collections of First Nations bead work art includes many different designs, styles, and stitches. In Saskatchewan the Plains Cree use a lot of symmetrical patterns and distinct geometrical shapes.

  • Have the students use four columns on the graph paper to simulate the loom as explained in a previous lesson. Using three colored markers, pencil crayons or pony beads have the students create a pattern.

  • After the students have created a 12-row pattern, ask the students a couple students to share their pattern with the rest of the class. Ask a couple students to hold a more complex pattern up and ask the rest of the class to determine the pattern used.

  • Next have the students use their own patterns to determine without counting how many beads it took do make this pattern.

  • Ask the students how they were able to find the number of beads used. Ask three or four students to come to the board and write down their own strategies.

  • After the class has examined a variety of personal strategies have the students estimate how many beads would be in 223 rows. Have the students come up to the board and show their personal strategies along with estimated answers.

  • Have the students determine how many beads would be required if there are six strings on each loom with 23 rows.

  • How many rows would be required if there are 28 beads on lines of six?