By learning math manipulatives Base Ten Blocks Part III

By leaing math manipulatives Base Ten Blocks Part III The first two parts, namely, adding and subtracting numbers with base ten blocks are explained. The use of base ten blocks, allowing students an effective tool that can touch and manipulate to solve problems in mathematics. Not only are the base ten blocks to solve effectively the problems of mathematics, teaching the students important steps and skills that translate directly to paper and pencil methods of solving mathematical problems. Students who first use the base ten blocks to develop a conceptual understanding of value, addition, subtraction math and other skills. Because of its usefulness for the development of mathematics among young people, educators have sought other applications based on the participation of ten blocks. In this article, a variety of other applications will be explained. And multiplying a two-digit multiplication A common way of teaching is to create a rectangle in which the two factors in two dimensions of a rectangle. This is accomplished easily using the card. Imagine Question 7 x 6. Students of color or shade of a rectangle of six squares across and seven squares long, and then to count the number of seats in their box to find the product of 7 x 6. With ten basic blocks, the process is essentially the same, except the students are able to touch and manipulate real objects many educators say they have a greater effect on the ability of the student to understand the concept. In this example, 5 x 8, students create a rectangle of 5 cubes wide by 8 blocks long, and count the number of dice in the box to find the product. Multiply the two figures is a bit more complicated, but you can lea very quickly. If both factors are the proliferation of two-digit floor, beam, and all the buckets can be used. In the case of two-digit multiplication, floors and bars only accelerate this process, the multiplication can be achieved only with buckets. The procedure is the same for the multiplication of a figure - the student creates a rectangle using the two factors as the size of the rectangle. After building the rectangle, the number of units in the box to find the product. Consider the multiplication, 54 x 25. The student needs to create a rectangle of 54 cubes wide by 25 blocks long. As this may take a while 'time, the student can use a shortcut. A plane is only 100 cubes, and it is simply a rod of 10 cubes, so that the student constructs the rectangle filling in large areas of flats and rods. In its most efficient, the rectangle of 54 x 25 is 5 floors and four bars of a width (the bars are arranged vertically), and 2 apartments and five meters in length (with the bars arranged horizontally). The rectangle is filled with apartments, bars, and hubs. Around the rectangle, there are 10 flats, 33 rods and 20 cubes. Using the values for each block of ten basis, for a total of (10 x 100) + (33 x 10) + (20 x 1) = 1350 blocks in the rectangle. Students can count on any kind of base ten blocks and add them separately. Division Base ten blocks are so flexible that it can also be used to divide! There are three methods for the division that you describe-group, distribute, modify and multiply. A split for the group, primarily representing the dividend (the number to be divided), with base ten blocks. Organize groups of ten according to the size of the block divider. Count the number of groups to find the quotient. For example, 348 divided by 58 is represented by 3 floors, 4 bars, and 8 dice. To resolve the 348 groups in 58, the trading floors of the rods, and some of the rods of cubes. The result is six piles of 58, so that the ratio is six. The distribution is divided by the old "one for you and one for me" trick. Distribute dividends in the same pile as the divisor. In the end, count the number of poles are left. Students could take the analogy to share - it is necessary to give everyone the same number of base ten blocks. To illustrate, consider 192 divided by 8. Students represent the 192 with a dish, 9 bars and 2 buckets. May distribute the ribs into eight groups, with ease, but the plan must be traded for wire rod, bars and buckets to carry out the distribution. In the end, you should find that there are 24 units of each batch, so that the ratio is 24. To multiply, students create a rectangle using the two factors as the length and width. In division, the size of a rectangle and the factors are known. Students begin with the construction of one of the dimensions of the rectangle, using the divider. Who continue to build the box until they reach the dividends. The resulting length (the other dimension) is the quotient. If a student is asked to solve 37 divided by 1369, to start laying down for three and seven bars to create cubes of the size of the rectangle. Then, another 37 are set, the continuation of the rectangle, and check to see if you still have the 1369. Students who have experience in the estimation could start laying down three floors and seven poles in a row (vertical bar), because we know that the ratio exceeds ten. How students can recognize that they can replace the groups of ten meters with a plan to make it easier to count. They will continue until the dividend was reached. In this example, students find the ratio is 37. Change the value of Base Ten blocks to date, the value of the cube is a unit. For older students, there is no reason why the cube can not be one tenth, one hundredth or one million. If the value of the cube is redefined, the other ten blocks, of course, must follow. For example, the redefinition of a cube that represents the tenth: a stick, the floor is ten, and the blocking of a hundred. This is useful to redefine a decimal point as 54.2 + 27.6. One way to redefine the base ten blocks to make the bucket of a thousandth. This makes the rod of a century, the tenth floor, and a block. In addition to the traditional definition, this makes more sense, since a block can be divided into 1000 bins, so that it follows logically that a cube is one-thousandth of the cube. Representation and working with large numbers do not stop in 9999 which is the maximum amount that can be represented by a series of traditional ten blocks. Fortunately, ten basic blocks are available in a variety of colors. In mathematics, the units, tens, hundreds, and has requested an extension. Thousands, ten thousands, and hundreds of thousands of people have a different period. The millions of euros, ten million dollars and a hundred million are the third period. This continues every place where the three values is called a period. Could now be found in any period may be represented by a color different from the value of the block. If you do this, remove the large blocks and just use buckets, rods, and flats. Let's say you have three sets of ten basic blocks in yellow, green and blue. Let's call the base ten blocks of yellow on the first period (units, tens, hundreds), the green blocks the second period, and the blue blocks on the third period. To represent the number 56784325, use the blue bars 5, 6 blue bins, green floors 7, 8 bars of green, 4 blocks, 3-story yellow bars yellow 2, and 5 yellow cubes. With the addition and subtraction, the sale is done through the recognition of the fact that 10-story yellow can be exchanged for a green bin, green 10-story may be mistaken for a bucket of blue, and vice versa. Base ten blocks integers can be used to add and subtract whole numbers. For this, two-color base ten blocks are necessary - one color for negative numbers and color for a positive number. The principle of zero indicates that an equal number of negatives and an equal number of positive add to zero. To add using base ten blocks, that is the basis of two numbers using ten blocks, the application of the principle of zero and read the result. For example (-51) + (42) can be represented with 5 bars of red, 1 red cube, 4 bars of blue and 2 blue cubes. Immediately, the student applies the principle of zero to four red and four blue bars and one red and one blue cube. To finish the problem, the trade with the rest of the red rod for 10 cubes of red and the application of the principle of zero for the rest of the blue bucket and a bucket of red. The final result is (-9). Subtracting means remove. For example, (-5) - (-2) is the adoption of two cubes in a stack of red five red cubes. If you can not take away the principle of zero can be applied in reverse. Unable to carry six buckets in blue (-7) - (+6) because there are six blue cubes. From a blue bucket and a bucket of red is greater than zero, and adding a zero to the number does not change, just six blue cubes and six buckets of red blood cells with seven segments red. When you're blue cubes are taken from the stack, 13 red bins remain, so that the answer to (-7) - (6) is (-13). This procedure can, of course, applies to a number, and the process will involve trade. No other uses so I explained all the uses of the basic blocks of ten, but I have covered most of the applications. The rest depends on your imagination. You may want to use blocks of ten basic teaching skills of ten? As basic as using blocks of ten fractions? Many of the skills of mathematics can be leaed using base ten blocks, simply because they represent our numbering system - the system of base ten. Base ten blocks are just one of many excellent textbooks available to teachers and parents to give students a sound conceptual basis in mathematics. The base ten blocks of skills listed above can be applied using spreadsheets have built-in answer keys so students can lea about their ability to correctly use the base ten blocks.