The pattern-based sequences foster the expectation that students should always self-talk:

“Do I need to work at every one of these or are some related?”
“What do I know that will help me with this one?”
“What relationships can I see?”

Thinking in this way develops multiplicative thinking and proportional reasoning. There  are also suggestions for allowing about 5 minutes for students to share their estimates of what the result of a multiplication might be.

The material is also set within the context of an inquiry that will enable the teacher to show where the students started from and where they have reached in their exploration of multiplicative thinking.

Building Multiplicative Strategies – Number Talk supports the teaching of the ACM Number and Place Value strands for Year 3: ACMNA057, Year 4: ACMNA076  and Year 5: ACMNA100.

 

  • Description

    The pattern-based sequences foster the expectation that students should always self-talk:

    “Do I need to work at every one of these or are some related?”
    “What do I know that will help me with this one?”
    “What relationships can I see?”

    Thinking in this way develops multiplicative thinking and proportional reasoning. There  are also suggestions for allowing about 5 minutes for students to share their estimates of what the result of a multiplication might be.

    The material is also set within the context of an inquiry that will enable the teacher to show where the students started from and where they have reached in their exploration of multiplicative thinking.

  • Australian Curriculum Links

    Building Multiplicative Strategies – Number Talk supports the teaching of the ACM Number and Place Value strands for Year 3: ACMNA057, Year 4: ACMNA076  and Year 5: ACMNA100.

     

  • Sample Activity

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