{"id":4102,"date":"2016-03-28T08:52:42","date_gmt":"2016-03-28T16:52:42","guid":{"rendered":"http:\/\/www.familymathnight.com\/blog\/?p=4102"},"modified":"2016-03-28T09:01:29","modified_gmt":"2016-03-28T17:01:29","slug":"4102","status":"publish","type":"post","link":"https:\/\/www.familymathnight.com\/blog\/?p=4102","title":{"rendered":"Rubber Stampin’ Math Part 2"},"content":{"rendered":"

Last time in Part 1 of Rubber Stampin’ Math<\/a> we talked about dusting off those rubber stamps and using them to create expressions, equations, and arrays. \u00a0In Part 2, I’m going to share how I used them in second and third grade to introduce multiplication and how that translated to algebraic functions in fourth and fifth grade.<\/p>\n

Part 2: \u00a0Multiplication and Functions<\/p>\n

For these next activities, the type of rubber stamps students use is very important. \u00a0So let’s start with something fun. \u00a0Take a close look at the stamps in the photo below. One of them does not belong with the group. \u00a0Can you figure out which one?<\/p>\n

\"rubber<\/a><\/p>\n

You probably came up with several options for the incorrect stamp. \u00a0Maybe it’s the orange star stamp because it’s a circle…or it’s plastic…or it’s in full color. \u00a0But that’s not the one.<\/p>\n

Maybe it’s the yellow star to the left because it’s the only one that doesn’t have eyes? \u00a0(I’m grasping here…but kids will, too!).<\/p>\n

Nope, that’s not the one.<\/p>\n

It’s actually the octopus. \u00a0Why that one? Although we know that an octopus has 8 legs, it’s hard to look at that stamp and be able to count each one. \u00a0The stamps we need for these next activities must have “parts” that can be counted. \u00a0The legs on the spiders can easily be counted. \u00a0The wings on the butterfly and dragonflies can be counted…the points on the star… \u00a0But the octopus? \u00a0Well those legs are hard to count so that stamp is out.<\/p>\n

Now that we have a bunch of stamps with parts that are easy to count, we’re going to explore beginning multiplication. \u00a0For this activity, I created a t-table where students could stamp in rows starting with one stamp in the first row, two stamps in the second row, etc. \u00a0In the photo below, Miranda chose to stamp butterflies. \u00a0In the second column, she needed to write the total number of wings on all the butterflies in each row. \u00a0Notice how easy it is to count the wings.<\/p>\n

\"rubber<\/a><\/p>\n

The next step was to have her transfer the numbers in the ‘wings’ column to a multiplication table. \u00a0That’s what you see in the photo below the t-table. \u00a0She created a t-table for each of the numbers 2-9 and transferred the numbers. \u00a0We didn’t stamp the numbers 1 or 10 since they were pretty easy.<\/p>\n

When all of Miranda’s numbers had been transferred to the 10 x 10 grid, what she ended up with was the multiplication matrix. \u00a0But not just any multiplication matrix. \u00a0A matrix where each of the numbers had meaning. \u00a0’24’ became 6 butterflies each with 4 wings. \u00a0Or maybe it was 3 spiders with 8 legs each. The connection between multiplication and repeated addition was solidifying.<\/p>\n

\"rubber<\/a><\/p>\n

At this point, there were some students who were ready for the next level of abstraction. \u00a0Miranda was one of them and that’s where the yellow post-it comes in. \u00a0Now we’re getting into algebra. \u00a0B = butterflies and W = wings. \u00a0In the left column, she wrote the number to represent the butterflies. \u00a0In the right column she wrote the total number of wings for the particular number of butterflies. \u00a0No more counting wings.<\/p>\n

In fourth and fifth grade I take it a level higher and we start moving towards functions. \u00a0I do a few quick activities like the ones described above and then everything becomes abstract. \u00a0We switch from ‘Number of Butterflies’ and ‘Total Number of Wings’ to ‘In’ and ‘Out’. \u00a0It looks something like this:<\/p>\n\n\n\n\n\n\n\n
IN<\/td>\nOUT<\/td>\n<\/tr>\n
1<\/td>\n4<\/td>\n<\/tr>\n
2<\/td>\n8<\/td>\n<\/tr>\n
3<\/td>\n12<\/td>\n<\/tr>\n
4<\/td>\n16<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

From there it’s a simple morph into ‘X’ and ‘Y’ columns and creating equations: \u00a04x = y. Once they understand the ‘Y’ column is a function of the ‘X’ column (and the same thing needs to happen to each number in the ‘X’ column), we move to equations such as 2x + 2 = y. \u00a0Easy peasy. \u00a0Really. \u00a0They love it!<\/p>\n

\"rubber<\/a><\/p>\n

Although we’ve been using rubber stamps in all these activities, stickers with parts that can be easily counted, work just as well. \u00a0For example, here’s an activity that I did in…are you sitting down…Kindergarten:<\/p>\n

\"rubber<\/a><\/p>\n

The students got so into looking for number patterns on the hundreds chart that I thought I’d give this activity a go. \u00a0Turns out, they loved it! \u00a0I included a number grid below the t-table so they could circle the numbers that showed up in the second column. \u00a0Next time, I would arrange the numbers to look more like the hundreds chart.<\/p>\n

Then I used strips of graph paper taped together to represent the ones and the tens column. \u00a0The students who were ready for this part wrote the numbers in the columns and then looked for patterns. \u00a0It’s hard to see in the photo but this particular kindergartner got sooooo into this that, once he discovered the pattern, he took the numbers all the way to 4,110. \u00a0Yup. That’s four thousand one hundred ten. \u00a0Amazing. And my rubber stamp collection started the whole thing!<\/p>\n

\"rubber<\/a><\/p>\n

Happy stamping!<\/p>\n","protected":false},"excerpt":{"rendered":"

Last time in Part 1 of Rubber Stampin’ Math we talked about dusting off those rubber stamps and using them to create expressions, equations, and arrays. \u00a0In Part 2, I’m going to share how I used them in second and third grade to introduce multiplication and how that translated to algebraic functions in fourth and fifth grade. Part 2: \u00a0Multiplication and Functions For these next activities, the type of rubber stamps students use is very important. \u00a0So let’s start with…<\/p>\n

Read More Read More<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[123,56,76,51,44,184,45,52],"tags":[133,102,81,134],"class_list":["post-4102","post","type-post","status-publish","format-standard","hentry","category-activities","category-algebra-kids-and-math-3-5","category-family-math-night-2","category-kids-and-math-3-5","category-kids-and-math","category-elementary-mathematics-2","category-number-sense","category-number-and-operations","tag-algebra-2","tag-common-core-state-standards","tag-family-math-night-activities","tag-functions"],"yoast_head":"\nRubber Stampin' Math Part 2 - Karyn's Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.familymathnight.com\/blog\/?p=4102\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Rubber Stampin' Math Part 2 - Karyn's Blog\" \/>\n<meta property=\"og:description\" content=\"Last time in Part 1 of Rubber Stampin’ Math we talked about dusting off those rubber stamps and using them to create expressions, equations, and arrays. \u00a0In Part 2, I’m going to share how I used them in second and third grade to introduce multiplication and how that translated to algebraic functions in fourth and fifth grade. 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