Chapter 5 The Study Of Numbers Up To 10
What must be added to the black rod (or to 7) to make a train equal to the orange rod (or to 10)? What must be added to the light green rod (or to 3) to make a train equal to the orange rod? What must be added to two red rods (or to 2 × 2) to make a train equal to the orange rod? What must be added to a train made of one red and one pink rod (or to 2 + 4) to make it equal to the orange rod? 2 A vocabulary change is made and the above questions repeated in the following way: What is the ‘difference’ between the orange and the black rods? Or between the orange rod and a train made of a red and a pink rod? 3 Instead of ‘difference’ the term ‘minus’ is now used: Which length is equal to ‘the length of the orange rod minus the length of the black rod’ or, in short, to ‘the orange minus the black’?
Understanding Division 1
The children are asked: How many yellow rods equal one orange rod? And how many red rods?
Published on Nov 18, 2009