“cuisenaire” pipe cleaners - nctm.org · r. casey nctm institute 2015 “cuisenaire” pipe...
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R. Casey NCTM Institute 2015
“Cuisenaire” Pipe Cleaners This pattern can be used to create a set of colored linear measures that can be used in a variety of ways in the math classroom. This is often done with colored rods, called Cuisenaire Rods. An (non-economic) reason for making measures this way is that it restricts students to attuning to the length of the pipe cleaners. With traditionally-used rods, because volume and length vary together, it may be difficult for students White (10): Red (5 per pipe cleaner): Olive (3 per pipe cleaner): Pink (2 per pipe cleaner): Yellow (2 per pipe cleaner): Green (1): Black (1): Brown (1): Blue (1): Cut off the length of 1 white. It should be the same as a Brown and a White. Orange. Keep it as it is.
Make each “open equation” true:
45
of 100 is 80.
45⋅100 = 80
25
of 30 is 12.
25⋅30 =12
35
of 15 is 9.
35⋅15 = 9
14
of 28 is 7.
14⋅28 = 7
14
of 16 is 4.
14⋅16 = 4
15
of 45 is 9.
15⋅45 = 9
13
of 36 is 12.
13⋅36 =12
34
of 12 is 9.
34⋅12 = 9
34
of 40 is 30.
34⋅40 = 30
13
of 100 is 33 13
.
13⋅100 = 33 1
3
13
of 24 is 8.
13⋅24 = 8
13
of 90 is 30.
13⋅90 = 30
23
of 9 is 6.
23⋅9 = 6
23
of 15 is 10.
23⋅15 =10
23
of 100 is 66 23
.
23⋅100 = 66 2
3
16
of 18 is 3.
16⋅18 = 3
56
of 12 is 10.
56⋅12 =10
56
of 30 is 25.
56⋅30 = 25
13
of 6 is 2.
13=26
!
"##
$
%&&
13⋅6 = 2
13
of 15 is 5.
13=26
!
"##
$
%&&
13⋅15 = 5
16
of 48 is 8.
16⋅48 = 8
6 copies of 13
13 of a set of 6
12 copies of 14
14 of a set of 12
18 copies of 29
29 of a set of 18
3 copies of 123 12
3 of a set of 3
I realized that if I cut all of my apples in pieces
that were each 13
of an apple, I would have 6
pieces. How many apples did I have?
The container of water had 6 liters of water. I
drank 13
of it. How much water did I drink?
I love pie! I made some delicious pies and cut
each pie into pieces that were each 14
of a whole
pie. All together I had 12 slices of pie. How many pies did I make?
My goal for the year was to read 12 books. I
already read 14
of the books for my goals. How
many books have I read this year?
There were 18 students on the math team who were splitting some candy bars. Each student
wanted 29
of a candy bar. How many candy bars
did they need to buy?
There were 18 students in the class. 29
of those
students were from East Boston. How many students in the class lived in East Boston?
I was going to make 3 c akes. Each cake needed
123
cups of flour. How much flour did I need?
I ate 3 cookies on Friday. On Saturday I ate 123
times as many cookies as I had on Friday. How many cookies did I eat on Saturday?
FM - A
FM - B
FM - C
FM - D
FM – E
FM – F (✪)
FM – G (✪)
FM – H (✪)
FM – I (✪)
FM – J (✪)
FM – K (✪)
FM – L (✪)
12× 34=
34×12 =
There are 12 students in the club. 75% of the students are girls. How many of the students are girls?
A group of 12 people decided they were going to do a job together. Each person would work for 3
4
of an hour. All together, how much time will be spent on the project?
There group of people decided that they were going to order pizza. There were 12 people. Every person wanted 6 slices of pizza (out of 8 slices). How many pizzas did they need to order?
Teejay scored 12 points in the game. Donavan
scored 34
as many points as Teejay did. How
many points did Donavan score?
Every month of the year, I read 34
of a book.
How many books did I read over the entire year?
Each apple costs .75. I am going to get 12 apples. How much will it cost me?
NL - A
NL - B
NL - C
NL - D
NL - E
NL - F
NL - G
NL – H (✪)
Recommended Resources – Ryan Casey Books about teaching fractions: Susan Lamon: Teaching Fractions and Ratios for Understanding: Essential content knowledge and instructional strategies for teachers (Routeledge) Great book. This has probably had the largest impact of any one book for me as a teacher. It
has a lot of activities for teachers together. It can be active for use with a team of teachers for PD.
Barnett-Clarke, Fisher, Marks, and Ross: Developing Essential Understanding of Rational Numbers in for Teaching Mathematics in Grades 3-5 (NCTM) Accessible and easy to read, most of NCTM’s Essential Understanding books are terrific at
helping teachers reflect upon their instructional choices. Most of the work in our PD was structured around this book. Other great books for elementary teachers in the EU include the one on Multiplication and Division and the one on Mathematical Reasoning.
Julie McManara and Meghan M. Shaughnessy: Beyond Pizzas and Pies: 10 Essential Strategies for Supporting Fraction Sense, Grades 3-5 (Math Solutions) Julie McManara: Beyond Invert and Multiply, Grades 3-6: Making Sense of Fraction Computation (Math Solutions) These books are both highly researched-based and have activities to take straight to the
classroom. Perhaps the most immediately usable of these resources.
WN - A
WN - B
WN - C
WN - D
WN - E
WN – F (✪)
WN - A
WN - B
WN - C
WN - D
WN - E
WN - F