Graph Paper

In the first two parts, which, adding and subtracting numbers with base ten blocks were introduced. The use of base ten blocks gives students an effective tool that they touch and manipulate to solve mathematical questions. Not only is the base ten blocks of effective solution of mathematical problems, they teach students important steps and skills that are directly in the paper and pencil methods for solving mathematical questions. Students who first use on ten blocks to develop a stronger conceptual understanding of the importance, addition, subtraction, and other mathematical skills. Because of their advantages for the mathematical development of young people, educators have opted for other applications where the base ten blocks. In this article, a variety of other applications are explained.

Multiplying one and two numbers

A common way of teaching multiplication is to create a rectangle in which the two factors are the two dimensions of a rectangle. It is very simple with the help of graph paper. Imagine the issue, 7 x 6 Students of color or shade of a wide rectangle seven places and six squares long, then they are the number of seats in its rectangle to find the product of 7 x 6 With base ten blocks, the process is essentially the same except students are able to touch and manipulate real objects, which many teachers say, has a greater effect on the pupil's ability to understand the concept. In the example, 5 x 8, students create a rectangle 5 dice cubes wide by 8 long, and the number of cubes in the square to find the product.

Multiply two numbers is a bit complicated, but it can be learned fairly quickly. If both factors when multiplying two numbers, the housing, the rods, and the dice can all be used. In the case of two-digit multiplication, apartments and bars only Quicken the procedure, the multiplication could be achieved with just a cube. The procedure is the same as for single-digit multiplication - the student is a rectangle with the two factors as the dimensions of the rectangle. Once they have the rectangle, so the number of units in the square to find the product. Consider the multiplication, 54 x 25th The student must be a rectangle 54 large cubes by 25 cubes long. Since this may take a while, the students can create a shortcut. An apartment is only 100 cubes, and a rod 10 cube is simple, so that students build the rectangle filling in large areas with apartments and bars. In its most efficient form, the rectangle of 54 x 25 5 flats and four rods in width (the rods are vertical) and 2 apartments and five rods in length (with the horizontal bars). The rectangle is filled with apartments, bars and cubes. Throughout the square, there are 10 flats, 33 rods and 20 cubes. Using the values for each base-ten blocks, there are a total of (10 x 100) + (33 x 10) + (20 x 1) = 1350 cubes into the rectangle. Students can use any kind of base-ten blocks separately and add them on.

Department

Base ten blocks are so flexible, they can also be used to divide! There are three methods for the department, which I describe the grouping, distribution, and multiplied changed.

To share by giving the dividend (the number you are dividing) with base ten blocks. Assign the base blocks into ten groups, the size of the divisor. Count the number of groups to find the quotient. For example, 348 divided by 58 is represented by 3 apartments, 4 poles and 8 cubes. To 348 in groups of 58, the total trade of housing for rods and bars for some of the dice. The result is six stacks of 58, so that the ratio is six.

by distributing parts of the old "one for you and for me" trick. Distribute the dividend the same number of piles as a divisor. On one end, how many piles are. The students will probably get the analogy of the exchange very simple - which means we have each an equal number of base ten blocks. To illustrate, consider 192 divided by 8th 192 students are equipped with a flat, 9 bars and 2 dice. You can use the rods in eight groups of light, but the apartment is to trade for bars, rods and some dice, to the distribution. At the end, they should find that there are 24 units in each cluster, so that the quotient is 24th

to proliferate, students create a rectangle with the two factors as the length and width. In the department, the size of the rectangle and one of the factors is known. The students begin with the construction of a dimension of the rectangle with the divisor. They continue around the square until the desired dividend. The resulting length (the other dimension) is the quotient. If a student is asked to solve 1369 divided by 37, they begin by establishing three rods and seven cube to a dimension of the rectangle. Next, they set another 37, the continuation of the rectangle, and check whether they have the 1369 yet. Students who have experience with estimating might begin by setting three apartments and seven bars in a row (vertically arranged rods), because they know that the quotient is greater than ten. While the students, they may realize that they can replace groups of ten rods with a flat, in order to facilitate counting. Continue until the desired dividend is reached. In this example, students find the ratio is 37th

change the values of Base Ten Blocks

Until now, the value of the cube has a unit. For older students, there is no reason why the cube can not be one tenth, hundredth, or one million. If the value of the cube is new, the other on ten blocks of the course to follow. For example, the redefinition of the dice than a tenth of the rod is, the apartment is ten, and the block is hundred. This redefinition is useful for a decimal question as 54.2 + 27.6. A common basic ways to redefine ten blocks is a thousandth of the dice. This makes the rod a hundredth, one tenth the apartment, and the whole block. In addition to the traditional definition, this makes the most sense, since a block can be diced in 1000, it follows logically that a cube is one-thousandth of the cube.

represent and work with a large number

numbers not the 9999 is the maximum you can use a range of traditional base ten blocks. Fortunately, ten blocks come in a variety of colors. In mathematics, the "dozens, hundreds are period. Thousands, tens of thousands, hundreds of thousands, and a further period. The million, ten million and one hundred million are the third period. This is when all three values is used as a place period. They have found that any time now can be done by a different color of the place value blocks. If you do this, can the large blocks and just use the cubes, rods, and flats. Let us say that we have three of the ten basic blocks in yellow, green and blue. We call on the yellow base ten blocks of the first phase (which, in tens, hundreds), the green blocks of the second phase, and the blue blocks of the third period. To the number, 56784325, blue with 5 poles, 6 blue cubes, 7 green homes, 8 green rods, 4 green cubes, 3 apartments yellow, 2 yellow rods, and 5 yellow cubes. When adding and subtracting, trade will be facilitated by recognizing that 10 yellow flats can be traded for a green cube, 10 green homes can be traded for a blue cube, and vice versa.

integer

Base ten blocks can be used to enter numbers and subtract. To achieve this, two colors of the base ten blocks are necessary - one color for negative numbers and a color for positive numbers. The principle of zero indicates that an equal number of negatives and an equal number of positive to zero. To add to ten blocks, represent both numbers with base ten blocks, the zero principle and read the result. For example (-51) + (+42) can be represented with 5 red sticks, 1 diced red, 4 blue rods, and 2 blue cubes. Immediately, the students apply the zero principle, four red and four blue bars and a red and a blue cube. To stop the problem, they trade the remaining red-rod for 10 red cubes and the principle of zero on the remaining blue cube and a red cube. The result is (-9).

Subtracting means removed. For example, (-5) - (-2) is represented by the two red dice from a pile of five red cubes. If you can not take the "zero principle can be applied in the opposite direction. You can not die in six blue (-7) - (+6), because it is not six blue cubes. As a blue and a red cube cube is zero, and adding a zero-point do not change, only six blue and six red cubes cubes with the pile of seven red cubes. If six blue cubes are made of the bunch, 13 red dice come, so the answer to (-7) - (+6) is (-13). This procedure can of course also for larger numbers, and the process could also trade.

Other Applications

In no case have I explains all of the use of base ten blocks, but I have most of the major uses. The rest is up to your imagination. Can you imagine a use for the base ten blocks to teach computing powers of ten? How about ten base blocks for groups? So many mathematical skills can be learned with base ten blocks, just because they are our points system - the basis for the decimal system. Base ten blocks are just one of many excellent manipulative for teachers and parents that the pupils have a strong conceptual background in mathematics.

The base ten blocks capabilities described above can be used with worksheets from http://www.math-drills.com. The spreadsheets are compatible with answer key so students can feedback on their ability to correctly use basic ten blocks.

Peter Waycik is the creator of thousands of free math worksheets that can be found on his website, http://www.math-drills.com.

Article Source: http://EzineArticles.com/?expert=Peter_Waycik