The Cuisenaire Gattegno Method Of Teaching Mathematics

2 Then they are asked: How many light green rods equal one orange rod? Is there a gap left? Which rod do you need to fill it? This is repeated with other rods; the remainders are studied. 3 The following questions can now be asked: Which length is equal to orange minus light green (10 — 3)? orange minus two light greens (10 — 3 — 3 or 10 — (2 × 3))? orange minus three light greens (10 — 3 — 3 — 3 = 10 — (3 × 3))? This stresses the nature of quotition division. See Chapter 6. 4 The children can also be asked: Pick up an orange rod. Can you find two equal rods which together are equivalent to it? Which are they? This lays the basis for study of partition division. See Chapter 6. Gattegno, in his Mathematics Part IV, Book I arranges his exercises so that equality and the basic operations are studied first on numbers up to 5 and then, seriatim, he takes the numbers 6, 7, 8, 9 and 10.

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The Cuisenaire Gattegno method of teaching Mathematics
The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics