Date: June 2, 2015
Presentation: Numerical Decanomial with Paper Rectangles and Squares
After the Decanomial layout we did last week (or was it the week before? The days blur…), Thumper is doing the numerical layout this week.
You can watch a video of how it’s done on youtube:
You’re basically doing the decanomial layout using paper. Now, when I was making my Cultivating Dharma album, I got confused by the writeup because it was not very clear. I had to cross reference with the video and other write-ups to come up with my current version. In the video, you will see that the papers are all the same size. But after doing some research I thought using graph paper and having sizes that are equivalent to their actual multiplication size (1×1, …10×10) is better.
You have 10 envelopes, on the outside labeled Decanomial 1, 2, 3, etc and one labeled Squares 1-10. On the inside, you have two sets of numbers for each decanomial:
- Decanomial 1: 2, 3, 4, 5, 6, 7, 8, 9, 10
- Decanomial 2: 6, 8, 10, 12, 14, 16, 18, 20
- Decanomial 3: 12, 15, 18, 21, 24, 27, 30
Basically it has the numbers for that decanomial, assuming you haven’t used it already in the previous one. For example, decanomial 1 is 1×1, 1×2, 1×3, etc. “Decanomial 2” is 2×1, 2×2, 2×3, 2×4, etc. But since 2×1=2 was already in decanomial 1, and 2×2=4 is in the “Squares 1-10” envelope, you don’t need to include these.
In the write up, you have the child lay out diagonally the squares 1-10 first, then you build Decanomial 1, 2, 3, etc. You can talk about the multiplication table, to pick up the tickets in random and place them etc.
What We Did
Given how old Thumper is, and my own laziness, I really did not follow the presentation. I basically showed her my write up and said, we’re making this table, which is a paper representation of the bead layout you did last week. I showed her how you would mark off squares and rectangles on the graph paper and cut them out; reminded he she needed to write the value of the rectangle on the paper; that she does NOT have to mark and cut in order. She could very well do 1×1, 1×2, 2×1, 1×3, 3×1, etc. I know she knows half of her multiplication table so there is no need for order for us as part of learning process. I also told her she would glue these rectangles on our Ikea roll.