![]() But I was hoping to have them see the visual pattern too. ![]() Once I would get them straight on that, I asked about the pattern for 3’s. They would use skip counting and show me the numbers on the chart – clearly the “pattern” was the counting. In fact, many copied the pattern for 2’s for 3’s! But the patterns for 3 and 7 are a little more obscure. Although it did take some into the 40’s before they saw it. Most of them figured out the pattern for 2’s rather quickly. This turned out to be a much better idea. So in the next class, I decided they should do the multiples on separate sheets. So they moved to the next number and crossed it out: 7. Which threw off the counting and made a huge mess. ![]() Students got confused when they needed to cross out a number that was previously crossed out (like 6). I began by asking the students to color in (or cross out) each of the multiples of 2, 3, 5 and 7. It started with a brilliant idea to teaching the Sieve of Eratosthenes. But in my new job, things aren’t so typical. We typically think of beginning multiplication as memorizing your math facts for 2’s, 3’s, 4’s and 5’s.
0 Comments
Leave a Reply. |