An OPERATION and a game

Okay so I've got my same base plate for this 
activity but we're now moving to operations.

And I haven't put back the millions because 
I've just got a hundred thousands,   

and hundreds, tens, and ones in my thousands house,

and I've got hundreds, tens, and ones in my units

or my ones which you can call whichever one you want.

Now I've kept my same number there that we just did from our previous activity in number

and I of course have my double double numbers so that we're knowing that everything coming along here is now 
numbers.

What we're actually going to do
is we're going to multiply this all by 3.

Now, for our students we have some numbers
down the bottom so they can use those.

I do have a big box beside me
with the numbers already in their category.

So I actually have a plastic box and all of the numbers and letters are divided by their number and letter

so that it's easy for students to be able to get out if we require some more.

Now the other little thing that I have down the bottom
is a little minifigure

and this one is police person and that was just a little LEGO figure that I started using for my students

as they had done some songs or some operations,

if and just so that they could have a little reward
when they had finished

so don't mind him he's just sitting there and ready.

All right so this first activity that I'm going to do is, I am going to multiply this number that I have,

which is 854 431 and I'm going to multiply that by 3.

And so, what I want to be able to do is I need our 
students to know that we actually start at the   ones house

and so when we're multiplying 1 by 3

it means that we've got 1 here and we are going
to multiply them by 3.

So I have 3 manipulatives and I have just shown
that I had 1 but now

it's 3 times that amount which is 3.

So down the bottom here I would go 1 times 3
and I would make a 3.And again like I said before,

I've seen some really really great 3D place value systems that people have made on some other videos,

so please do use something that works for yourself.

This really helps students to have an 
understanding of setting out I've found,

and how it sits in the place value system. It's not going 
to work for all students but it's just one idea  

that you might want to use. So the next one is 3 
times 3 which is going to be 9

and also students are going to have to have a good understanding 
of the symbolic numbers so that there would be  

past the manipulatives and they would be starting 
to understand you know this place value system.  

But the manipulatives could be there in case they 
couldn't work it out. So if they couldn't work out  

3 times 3, they could get 3 into 3 groups and work 
out that the answer was 9. All right so the next  

one is 4 by 3 now this answer is 12 so I'm going 
to grab 12 and I'm going to put the 2 down there  

and I've got 1 left over but it's not actually 
1 it's it's 1 in the next house so you can,  

when students carry that over you can actually 
put that there so that it's sitting there and it's  

ready to go and people use that in different 
houses, they put it in different places,  

in different countries. So you could put it 
wherever you want to have it.

Okay so the next one is 3 x 4.Oh again 12. But this time I've actually 
got my 1 here already so it's now going to be 13.  

So I actually need to get the 3

put it down here 
and put my one back up here

Okay 5 x 3 are 15 but I've already got 1 again so it's now going to be 
16.

Okay which is pretty handy having this little thing here
actually to tell you the trick and I've got 3 x 8 to 24

but again I've got another 1 so now it's going to be 25 so I need to get a 20, a 2 and a 5.

So I put down a 5 and I've got a 2 left over which guess what I did actually need

my Millions house over here so that was required and we have hundreds, tens, and ones, and I can pop the millions back on there

and understand why we need to do that. So our total number
if I multiply 854 431 multiplied by 3 is 2 563 293.

So now I need to get another little LEGO 
figure for having completed the task!

After my students have been busy doing lots 
of work and they have gained three little  
mini action figures, I like to play a game with 
them. That is just to break up the working but  
also to be able to have fun, to be able to work 
together, to be able to play and to have a lot of  
joy with what we're doing with maths. And I also 
want them to see how maths is used in real life,  
to be able to interact with other people. So 
the activity that I'm going to show you today  
is very much based on dominoes and that is 
because you can have two players, you can  
have three players, you can have four players. 
But it's just a little twist to that and I guess  
the reason that I love this activity is it stemmed 
from one that Mark actually showed me where it  
was he plays this game called battleships and the 
students put forward a number each and the biggest  
one gets to keep them all. Well this one is very 
similar but it is based on as I said dominoes. Now  
at the beginning or at the front of the screen I 
have actually randomly out of the bowl you have  
selected seven numbers. So you have a 3, a 1, an 
8, a 9, a 5, an 8 and an 8 so you did pretty well  
there were some big numbers but that may not help 
you in this game! All right and I also have seven  
numbers selected. Now the reason that I have 
not put these down onto your numbers down onto  
the board is because I'm going to spin the board 
in this game. And if you have a lazy Susan that  
is fabulous for this activity but if not you 
can just spin the board so that is fine. Now  
in this activity the first person is going to 
start and you're lucky because you've got a big  
hand to start and I don't know how that's going 
to go all the way to the end but anyway let's have  
a go. Now you've probably noticed that I haven't 
done one thing okay, I hadn't set up my game board  
with the double number system which means that 
everything now going onto it is a number. So let's  
start with a number 9. Okay now in this activity 
to make the dominoes go with the number 9 my side  
or my turn what I actually have to do is try and 
find something that makes up 9. So I have 6, 6 and  
3 so I'm going to put 6 and 3 after the number 9. 
Okay so 9 is 6 plus 3 and then it's now your turn  
and you have to make up the number 3. Now I could 
have been a bit nicer and put 3 and then 6 because  
making up 6 would be slightly easier than making 
up 9 but I wasn't so it didn't happen! So you have  
to make up 3! But fortunately for you, you have 
8 minus 5. You have an 8 and a 5 so you could do  
eight minus 5 which then made 3. Now you can, as 
I said, put your board on a lazy Susan or I've  
just put it back onto my slope board and then 
it's easy to pass between people because they  
do want it up the right way if you've got two 
people sitting across from each other it makes  
a little bit hard when one's ups and down trying 
to read their Lego Braille Bricks. But this can  
be played by four players, five players, how many 
players you wanna want to play so that person went  
3 is 8 minus 5 so I've got 5. Oh I've actually got 
5 times 1 so you can do any multiplication that  
you like. It could be any operation, it could 
be multiplication, division, anything you like  
to make the previous number and that's how we can 
play Lego Braille Bricks domino in our classroom.