Math Triangles to Help Learn Relationship Between Numbers

 Many of my students tell me they don't get math, and I saw this technique at a presentation from Stowell Learning Center and liked it a lot. I believe if the students were able to visualize numbers this way, they would be less frustrated:

Many students can DO math.  But DOING math is NOT the same thing as UNDERSTANDING math and how it works.

This week we're introducing you to "Math Triangles" which help students UNDERSTAND the relationship between numbers and operations.

It's both a good way to study AND a good way to deepen students' understanding of math.  Try this out and see if it helps.

Here's to making this the best school year ever,

 

 

 

Math Triangles (+ - x ÷ Facts)

 

Purpose:

• Help students associate addition and subtraction as opposite operations
• Help students associate multiplication and division as opposite operations
• Learn math facts

Procedure:

• Make flashcards of challenging math facts (the ones the student doesn't know and needs to practice). Draw a triangle on the card.

For Addition and Subtraction

• At the top of the triangle, put the answer to the addition problem (sum).  On the bottom two corners, put the addends (two numbers that are added together to make the sum).

• Have the student practice reading all possible problems as the instructor points to the numbers:

• 7+9 = 16
• 9+7 = 16
• 16-7 = 9
• 16-9 = 7
  

• Guide the student in noting:

• Whichever order he adds the numbers at the bottom of the triangle, the answer is always the same.
• The answer (sum) of an addition problem is always a bigger number then either of the two numbers he is adding.
• When subtracting, he always starts with the biggest number (16 in the problem above).
• The relationship between the addition and subtraction facts (that the addition and subtraction facts use the same numbers).
  

• Drill while looking at the numbers: The instructor points to the number. The student says the numbers and supplies the operation based on where the instructor started.
  
  
• Drill the various facts: Instructor covers one corner of the triangle and says the corresponding problem. The student says the answer.
  
  
• Drill with a visualized triangle: The instructor points to the spot where the numbers would be as the student says the numbers and supplies the operation based on where the instructor started.
  

For Multiplication and Division

• The procedure and practice work the same for multiplication and division as for addition and subtraction. At the top of the triangle, put the answer to the multiplication problem (product). On the bottom two corners put the factors (two numbers that are multiplied together to make the product).

Signs can be added to the triangle as need help the student understand and remember.