An OPERATION and a game
845 431 x 3? Try this multiplication with LEGO Braille Bricks and the help of Melissa Fanshawe. Then, you've earned a game!
Written by Melissa Fanshawe
Oct. 9. 2023
845 431 x 3? Sounds like you need a lot of LEGO bricks! Just kidding, of course. Melissa Fanshawe knows how to help students cope with multiplication and... just a few LEGO Braille Bricks!
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
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
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!
If your student has worked hard to find the result of 845 431 x 3 (= 2 536 293 !), he or she definitely deserves a break with this game. A maths game, of course, designed to show students that maths is also useful in real life.
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.
Melissa Fanshawe is a Senior Lecturer at the University of Southern
Queensland, School of Education, where she teaches pre-service teachers
how to teach mathematics to students in their classrooms. She is also a
trained teacher of students with visual impairments.