Teacher2Teacher |
Q&A #5962 |
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I second Ron's use of the word "of". The language becomes the key to reasoning here. Think of what 2 x 14 means: 2 groups of 14. The same with 2 x 1/3... it means 2 groups of 1/3. If you extend that reasoning to problems like 1/2 x 14 (1/2 of a group of 14) and 1/2 x 1/3 (one half of 1/3) you can see why sometimes multiplying makes amounts larger, and sometimes it makes them smaller. The most important thing to realize is that you should NOT teach students that the end result of muliptlying is that the answer gets very large. You CAN let them figure out WHEN it gets larger, and when it doesn't. That might be a really interesting investigation. :-) -Gail, for the T2T service
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