Splitting large numbers

Escola Básica 2,3 D. João de Portel

Portel - Portugal

Age:
6 years old

Aims:
•  To compose and decompose numbers.

•  To identify and give examples of diferent representations for the same number.

•  To understand and be able to use some properties of the natural numbers.

•  To analyse mathematically, formulating and testing conjectures, processes and ideas explaining and justifying results

•  To understand and memorize basic facts of addion.

•  To develop reasoning and mathematical communication;

•  To communicate orally and in writing, using natural and mathematical language, interpreting, expressing and discussing results, processes and mathematical ideas.

Materials:
•  bottle lids, sheet of paper, colour pens and light cardboard.

Introduction:

•  Oral explanation of the task - 10 minutes

•  Put pupils into pairs

•  Clarification of some main concepts/ main questions to be made :

  • What is important to find out?
  • How many terms will be used to decompose each number?
  • How many ways can each number be split up?
  • Is it possible that two pairs decompose the same number and get the same results?
  • What is observed in pairs that decompose larger numbers?
  • Does this activity have only one solution?

•  Exploration of the task carried out by the pupils – 20 min. – pair work

•  Discussion of the task – 40 min – large group / class

•  Conclusions – 10 min. – large group / class

Main part:
- Presentation: Slips of paper with the registration of the results after throwing

- Discussion of the task in large group

- Contents systematization

Roundup:
- Pupils should solve the task autonomously but under the supervision of the teacher.

-Thus, students will be the builders of their own learning since they are responsible for the acquisition of knowledge.

- Pupils can easily solve out this activity and the conclusions that they achieve allow them to acquire some knowledge of the main mathematics issues.

- Clarification of some main concepts/ main questions to be made :

  • There are many different and varied ways to decompose the numbers.
  • The ways found are always one more in relation to the number being explored.The number 6, for example, can be split 7 ways. The number 7, 8 ways, and the number 8, 9 ways.
  • Pupils must write down all results in a methodical manner to ensure no decompositions are omitted.