I figure out this pattern by multiplying the hight ,withe ,length altogether (like 10x10x3=300) to know how much each can fit in.My pattern is 6,5,4,1,2,3 I order it by smallest capacity to the highest capacity. The the one with the least capacity is 6. the one with the greatest capacity is 3.
Students have been learning about four ways to represent multiplication (skip counting, repeated addition, sets and arrays.) They were asked to apply this understanding to a story problem, choosing the best way of representing multiplication based on the problem. Students were asked to use RUCSAC when solving their problem and much focus was placed on the first 2 steps: Reading and Understanding the problem. Students were asked to visualize the story as they read the problem and then draw the best representation. After this, students needed to write the number sentence to go along with their problem, choose a method to solve the problem and finally solve the problem.
Max this problem was quite challenging for you and I am glad that you got some help from the teacher and didn’t give up when you were trying to solve it. Sometimes the hardest thing about math problems is truly understanding what is going on.
Once you really understood the problem, then you could solve it easily. Be sure to focus on understanding the story problem first and often drawing some kind of representation will help you to be sure that you completely understand. You drew a good representation of this problem in the end and did a good job of explaining how you got the answer. Well done.
I learned that borrowing is use the tens trad for ten ones than subtract.
Students have been learning about part-part-whole relationships in addition and subtraction. They have applied this understanding to story problems. Students were asked to show how they solve a story problem using RUCSAC. Much focus was placed on the first 2 steps: Reading and Understanding the problem. Students were asked to draw a WHOLE line and PART blocks to demonstrate their understanding of what was happening in their problem. After this, students needed to write the number sentence to go along with their problem, choose a method to solve the problem, solve the problem and finally explain why they selected their chosen method.
Max you got the correct answer for your problem, well done. You demonstrated the part-part-whole to show your understanding and help you to know what to do. You wrote the number equation and used two strategies to solve your problem. Next time you could make your explanation more clear. In your video you skipped a few steps that you used to solve this problem. Because you didn’t show a few of the steps it is difficult for the person watching your video to follow your thinking. Overall, Excellent work!
Students represented a chosen number pattern visually. They were challenged to then explain their number pattern and tell how using the visual representation helped them to understand better. Explaining our thinking in mathematics is an ongoing goal for all students in grade 2.