Large Bead Frame

Materials:

Purposes:

To provide the opportunity to work in a more symbolic way with multiplication while gradually moving away from using the material.
To allow the child to apply previously learned and memorized combinations.

Age: 6 and up

Preparation:

Presentation 1: Introduction to the Materials

Part A: Introduction to the Frame

Bring the Small and Large Bead Frame to a table.
Compare what the child is familiar with from the small bead frame to the large bead frame.
Explain the gray and the dark gray painted areas: The family of thousands and millions.
Remind the child of the simple family of units.
Start to count the units aloud, sliding them to the right. At nine verbalize the exchange, slide the beads to the left and one ten to the right.
Child continues. Help to verbalize the exchanges from one category to the next.

Part B: Counting and Recording with No Zeros

Bring the Large Bead Frame, paper, and the tray.
Tell the child that you will count the frame and record it on the paper. Use the left side of the paper.
Record in the same way as the Small Bead Frame by sliding a bead, counting it, and recording it. Transfer the counting/recording to child quickly and support them through the exchanges.

Part C: Counting and Recording with Zeros

Have the child record the units as before up to 9 units
At ten units, the guide takes over for a few. Slide one ten, touch the unit wire, “Zero units,” record 1 ten and zero on the unit line.
Let the child continue in this way touching the wire to 90.
The child makes exchange, and the guide takes over for one, “One hundred,” touch ten wire, “Zero tens,” touch the unit wire, “Zero units,” record 100
Child will do exactly this until they record to 1,000,000

Presentation 2: Composing Numbers

Presentation 3: Addition & Subtraction

Addition and subtraction are done in the same manner as with the Small Bead Frame. Generally, no additional presentation is necessary.

Presentation 4: Multiplication

Part A: Dynamic Multiplication

Explain that you need seven units 3 times.
Slide the units right, isolating the set of beads before sliding them to the left for the exchange. Use a finger to keep track of how many times you have added the number. “Seven units one time,” hold up a finger, “Seven units two times,” hold up a finger, “Seven units three times,” hold up a finger.
Clear the frame and have the child do while you keep track with your fingers.
Model the rest of the problem, doing one category at a time.
Read the answer off the frame with the child.
Tip the frame to the left and let the child have a turn to work the problem.
The child writes the answer.
Invite the child to help come up with another problem.

Part B: Passage to Abstraction

Write a dynamic equation and ask the child to read it. Explain you want to show them some shortcuts.
Example:
314625
x 3

Direct child’s attention to the units and read them both. Ask if they remember what they make. Example: 15= 1 ten 5 units
Have them build it on the frame, isolated in the middle of the wire.
Read the tens and ask if they remember what they make. Example: 6= 6 tens. And build that on the frame
Repeat for the hundreds 18=1 thousand and 8 hundreds.
Repeat for the thousands 12= 1 ten thousand and 2 thousands. Exchange as needed
Repeat for 10 thousands 3=3 ten thousands.
Repeat for 100 thousands 9=9 hundred thousands.
Child reads the answer and writes it.

Note: If the child does not know the answer to the category times the multiplies, have them slide the beads regularly

Control of Error: None

Pedagogical Notes:

Wooden Hierarchy Material