|
Numeracy Focus |
Properties of numbers and number sequences. |
|
Learning Objectives |
- To appreciate that multiplication can be viewed as repeated addition.
- To understand how a spreadsheet can generate number patterns.
- To be able to represent number patterns using algebra.
|
| Resources |
Large
display or OHP with transparencies - see earlier plan.
Calculators for comparison. Master
spreadsheet for recording. Simplified
sheet for support. |
| Key
vocabulary |
Repeated
addition, multiple, pattern of multiples |
Revision
/
oral |
Point to individual cells and ask the class to give the reference.
Ensure that pupils read the letter along the top then the number down
the side.
Enter a number - how can we change it? Remind them how to enter a formula.
Emphasise the importance of the equals sign. The cell reference
may be entered by clicking on the cell. Ask pupils to predict what will
happen if the 'start' number is changed.
|
| Main
activity |
Demonstrate how we can make the 2 times table. We start with 2, then
make a new value in the cell below by adding 2 to the number above.
This is done repeatedly.
Emphasise the importance of using a starting number, and the fact that
multiplication is repeated addition. Demonstrate how to drag
the right hand bottom corner of the cell to copy the formula down.
Get each pupil to write onto the master
spreadsheet the formula to make the table, and then complete the
table with the answers. Repeat for the three times table.
|
| Support |
Check for misunderstandings.
Talk through the key idea of repeated addition: 4 is 2 plus 2, 6 is 4
plus 2, and so on. Try it on a calculator: add 2 to a number, then press
'equals' repeatedly to reiterate.
Give pupils the simplified
sheet, on which a start has been made. On the computer, do not rush
into copying. Give pupils time to build each formula, and talk it through. |
| Extension |
On
paper: make other tables, as above.
On the computer: once pupils have
grasped the idea of copying down a column, they will be able to generate
other tables rapidly. Ask them to predict how the cell reference will
change as it is copied down the rows. |
| Plenary |
Let each group show their work to the rest of the class and explain
what they did to construct the multiplication tables. Discuss any problems
or issues that arose. Re-emphasise the key points of cell reference,
choice of a start number and the use of the equals sign.
Before the next session, arrange for pupils to spend 15/20 minutes
on the computer in groups of 2 or 3, making their own multiplication
tables. Select suitable tables for each group’s abilities. Prime
them to look for other patterns in their results.
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