The Cuisenaire Gattegno Method Of Teaching Mathematics

At this stage pupils should have no difficulty in equating questions of the type: ‘What must I add to the length of the pink rod to equal that of the blue?’ ‘Which rod makes up the difference between a pink and a blue?’ ‘What is B – p equal to?’ There are many ways of introducing the idea of common differences during the early study of numbers. Three such ways are indicated below. 1

Finding pairs of rods whose difference is common Show me a pair of rods that has a difference equivalent to three white ones. Can you find another pair which has the same difference? See how many different pairs of rods you can find with the common difference of three. Read out what you’ve found. Write down what you’ve found. Make rod patterns to show: 7 – 5 = 10 – 8;

15 – 10 = 13 – 8 . . .

Complete these expressions in writing:

142

The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics

The Cuisenaire Gattegno method of teaching Mathematics