Visualizing the Numbers (Part IV)

Before coming back to the different problems related to multiplication let us see how children can be made to understand subtraction and division.

When I teach subtraction, I once again use the cards having number patterns. I show them that subtraction is taking away the smaller number from the larger number (for the beginner it is so). To show the dots taken away I touch those dots with a white chalk and count. I encourage children also to follow the same. For the simple reason that the chalk-powder can be dusted off easily and the card can be reused. In the figure below I have shown the subtraction method.

As explained in the case of addition, I eventually ask the children to take any even number (e.g. four) and subtract it from an even number (e.g. four, six, eight, ten, …etc.) and observe the results. Similarly, I ask them to subtract an odd number (e.g. one, three, …etc.) from an even member and observe the results. I also ask them to subtract an even number from an odd number and observe the results. A similar subtraction is carried out by them for two odd numbers.

The summary of the above result is shown in the figure to the below:

Here the children can observe that:

• When an even number is subtracted from an even number we get an even number.
• When an odd number is subtracted from an even number we get an odd number.
• When an even number is subtracted from an odd number we get an odd number.
• When an odd number is subtracted from an odd number we get an even number.

Children who have experienced this will never accept impossible answers for whatever problem of subtraction you pose them.

Once children make these observations it is very useful to ask them to compare these observations with the observations they have made earlier during their practice work in addition. The comparison looks like this:


Before undertaking the teaching of division I find it useful to undertake the repeated subtraction of the same number from the given number as presented in the figure to the left-hand side.

I spend quite some time on this activity as many children usually need more time to understand this repeated subtraction. I also use lot of dramatization or songs to help children develop this concept.

Here is an example of a song¹:

Go To Page: 1 2

Articles in this Topic    Discussions in this Topic