(ii) Addition of two 2-digit number with regrouping Learning outcomes : Type of activity Teaching aids Teaching activity

: Pair games : Two number cubes, pencils, paper for each pair of students. :

1. The first player rolls the number cubes and calls out the number he/she has rolled. For the example, if he/she rolls a 2 and an 8, he/she would call out either 28, or 82. Then, the players both write this number on their papers. 2.

The first player rolls the number cubes and calls out the number he/she has rolled (i.e. if he/she rolls a 2 and an 8, he/she would call out either 28, or 82). The players both write this number on their papers. The first player then rolls both number cubes again and repeats the process for the second addend. Then both players decide if they must regroup to solve the problem. They solve it together. Then the second player rolls the number cubes and repeats the process. Players continue play for a designated amount of time. When time is up, see which group completed the most problems correctly in the given amount of time.

As a follow up discussion, I ask my students to recognize a pattern as to when they had to regroup and when they didn't. They should derive that when they choose the higher numbers to be in the ones place, they must regroup. Variation Gave the partners two number cubes with numbers higher than 4, and let them play for 10 min. Then I gave them 2 number cubes with numbers lower than 4, and let them play for 10 min. Then they got one high and one low and played for another 10 min. As a follow up, we discussed what they found happened with each set of cubes. This has really helped my students know when to regroup and when not to!!

(iv) Building multiplication tables Learning outcomes : Type of activity Targeted group Teaching aids : Group or individual. : Year 2 and above :

Teacher has to make their own Cuisenaire Rods. First, teacher photocopies some centimeter grid papers and paste onto stiff card stock. Then, color the grids with ten different colors. Lastly, cut the grids out. x 10 pieces x 10 pieces x 10 pieces x 10 pieces x 10 pieces x 10 pieces x 10 pieces x 10 pieces x 10 pieces x 10 pieces

After all the above was done, keep all the strips into an envelope and distribute to each of the student. Teaching activity: Next, teacher has to prepare an empty multiplication table for each student. It had the numbers 1 - 10 running down the left side and running across the top, with a multiplication sign in the top left corner. Then there was a thicker line to separate out the answers. (Or you could write those numbers 1 - 10 in a different color from the answers. But it still helps to have a thicker line.) x 1 1 2 3 4 5 6 7 8 9 10

2 3 4 5 6 7 8 9 10

12

15

18

21

24

27

30

Then, teacher has to teach students how to fill in the multiplication table. Teacher shows students multiplication is repeated addition by following example: Show 31 = ? 3 1 means three groups of 1. So, students will take out the and make three groups of it. Then teacher asks students to count up the total and fill in the multiplication table.

=3

Show 3 4 = ?

= 12

At the end of the lesson, students will be able to fill up all the blanks and create a multiplication table by their own. They will also able to understand multiplication as a repeated addition.