C1.4 Create and describe patterns to illustrate relationships among whole numbers up to 1000.
Activity 1: Finding Relationships Using Place Value
Have students represent each of the following in the table using base-10 blocks.
|
580 |
5 hundreds |
+ 8 tens |
image Numbers represented by blocks with hundredths and tenths. 580: 5 hundredths and 8 tenths, 580: 4 hundredths and 18 tenths, 580: 3 hundredths and 28 tenths, 580: 2 hundredths and 38 tenths, 580: one hundredth and 48 tenths, 580: 58 tenths
|
|
580 |
4 hundreds |
+ 18 tens |
|
|
580 |
3 hundreds |
+ 28 tens |
|
|
580 |
2 hundreds |
+ 38 tens |
|
|
580 |
1 hundred |
+ 48 tens |
|
|
580 |
0 hundred |
+ 58 tens |
|
Ask students to describe this number pattern. Ask questions such as:
- What do you notice? What is different in each representation?
- What relationships exist between the numbers? Explain your reasoning.
Invite students to create a similar pattern by choosing a number from 0 to 100.
Activity 2: Create a Pattern and Show the Relationship Between the Multiplication and Division Facts
Present the ordered list below to students.
2 × 1 = 2
2 × 2 = 4
2 × 3 = 6
2 × 4 = 8
2 × 5 = 10
2 × 6 = 12
2 × 7 = 14
2 × 8 = 16
2 × 9 = 18
2 × 10 = 20
From the list presented above, have students create an ordered list of related operations to represent the relationships that exist between multiplication and division.
Ask students questions such as:
- What do you notice when you compare the ordered list for division with the ordered list for multiplication?
- What relationships exist between the numerical facts? Justify your answer.