![]() We broaden their understanding by asking what they think 3 sets of 4 apples. Once a child has understood a basic concept of It’s when the child understands 3 sets of 3 equals 9 If jumping into the abstract is proving difficult then go back to concrete examples where you are using different objects (coins, stamps, sultanas, etc), but If they don’t, start drawing the bones on a piece of paper and illustrate how to arrive at the answer of 9. If the child has discerned the pattern with our concrete examples then they should guess correctly. The object is, if there are 3 sets of 3 objects they will always total 9.Īfter iterating through a few tangible examples with objects, try to have the child guess what the answer would be if you had 3 bones for each dog and there were 3 dogs in total. Set of numbers is to emphasise that regardless of The purpose of changing the object, but using the Knowing the answer had been achieved previously, a child is likely to resort to the same process, instead of adding 3 sets of 3, they now apply 6 sets of 3:įrom here it’s important to move to a completely different set of objects, but which uses the With our word problem involving apples, what if there were more boxes? Instead of just 3 boxes we had 6 boxes, how many apples in total now? However, math has been designed to shortcut lengthy process. ![]() Which is the correct procedure and provides the correct answer. ![]()
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