118 ◆ Modeling Thinking
Tape Measures, Yard Sticks, Meter Sticks and Rulers
If you are going to have the students solve length problems, then use tools
that measure length (see Figure 7.16). Use tape measures, rulers, yard and
meter sticks. It is important that students can experience measurement
problems rather than just imagine them. For example: Mrs. Clay had a
cotton-ball throwing contest for the Math Olympics. Tom tossed the cotton ball
3 times. First he tossed it 12 inches. Then he tossed it 19 inches and then he
tossed it 10 inches. Were his total tosses more than a yard? Use your measure-
ment tools to calculate Tom’s tosses.
(^432)
FitMin
(^3) m
STAINLESS
Figure 7.16
Figure 7.17
Templates (Should be Laminated or
Placed in Sheet Protectors)
Number Frames
I want to talk about the use of number frames for teaching visual multi-
plication and division. Students use these frames a great deal in the primary
grades. When they are learning to multiply and act out problems, 5 frames
are great for 5s and 10 frames are great for 10s. For example, Ted had 4
boxes with 5 marbles in each box. Use the 5 frame templates to illustrate your
problems (see Figure 7.17).