Math Block Set Guide blocksetguide_min_r3[1] PDF - Page 6

Explaining Procedures Using the Math Blocks Addition Involving the Making-10 Strategy When carrying out addition like “9+4=13,” a new digit is created as a result of calculation. In such addition, the “making-10” strategy is useful: One focuses on either “9” (the augend) or “4” (the addend) first, and instantly finds out what number should be added to make “10.” Then one splits the number, like “4 into 1 and 3,” and makes “a group of 10” by combining 1 and 9. Finally, one finds the answer by combining a group of 10 and some ones, like “10 and 3 make 13.” As previously mentioned, the idea of making “a group of 10” becomes fundamental for understanding the concept of base-10 numbers. At the same time, this idea makes it possible to calculate larger numbers such as 20 and 30. The idea of making “groups of 10” is the basis for learning addition and subtraction of larger numbers. Date Understand We can solve this problem in several different ways. Now let’s try one approach! Image 1 9 needs 1 more to make 10. Add 1 to 9 and make 10. How to Use the Japan Math Block Set Have students use the math blocks to solve the problem “9+4=13.” By making “10” and “3” with the blocks, students will see that they are in the form of “a group of 10 and 3.” (see manipulation: Image 1) To make 10, we will split 4 into 1 and 3. 10 3 10 and 3 make 13. Why Choose the Japan Math Block Set? How to calculate 9 + 4 1 11 Students will get a better sense of numbers in the real world while learning about number concepts! 1 11 1 11 1 9 needs 1 more 11 to make 10. When working with numbers greater than 10, students’ understanding for number structure deepens as 12 they learn to 2 2 12 12 Split into 1 their and 4 begin 3. see 10 as a group, and their attention is directed toward “groups of 10 and some more.” 2 2 Do not education 12 Un i t 3 13 3 blocks 13 can Add to and make 1 9 10. by presenting abstract numerals to them. Instead, begin by having them manipulate math so they get a 3 13 10 3 13 hands-on and visual grasp of ”a group of 10.” After understanding the procedure using 4 4 the 10 math can 14 students and blocks, 3 make 14 13. 4 14 4 14 move on to the abstract — the numbers — and deepen their understanding of the meaning of numbers step-by-step. 9 + 4 1 3 5 5 15 15 9 9 19 19 5 15 Students can develop the ability to communicate their ideas! 5 15 34 6 16 16 The Japan Math Block Sets are helpful in deepening students’ understanding of addition 6 6 where the making-10 strategy 16 6 16 is used. They are also effective as a tool to communicate their ideas and their understanding to others. A 17 student who 7 7 17 7 17 7 17 has understood the material can help a student who is struggling to understand by verbal explanation accompanied 8 18 8 18 by block manipulation. There are many cases in which verbal communication is made easier when accompanied by the 8 18 8 18 9 19 manipulation of objects. 9 19 Students who think that they have understood the material can check their understanding what they’ve 10 by explaining 20 10 20 10 20 10 those who do 20 not) to gain an learned to others. This can help both students (those who think they have understood and understanding of what is being taught. The Japan Math Block Set refines students’ communication skills and encourages understanding of the material they are trying to learn. 6 For more information, check out japan-math.com