Figure 3.
represents what the children have found (3, 6, 9, .... ) by arrows on the
board using yellow challcwith "+3." If the children have also found
"+ 111" on the arrow 1- between lines, then ask them to explain other arrows for confirming the proportionality or the same pattern by how they multiplied with repeated additions. Through knowing the relationship between two types of arrows, children may understand proportionality even if they do not know what to call it. Once this way of explanation becomes possible, the problem's significance deepens into "Whenever the multiplier is increased by
3, will the answer always increase by 111, with all the digits identical,
the same?" and then "Why are all the digits identical?". Readers who are majors in mathematics may already have predicted that this idea holds only "up to 27." It is true that we get the answer 999, when doing the multiplication 37 X 27.
Figure 3.represents what the children have found (3, 6, 9, .... ) by arrows on theboard using yellow challcwith "+3." If the children have also found"+ 111" on the arrow 1- between lines, then ask them to explain other arrows for confirming the proportionality or the same pattern by how they multiplied with repeated additions. Through knowing the relationship between two types of arrows, children may understand proportionality even if they do not know what to call it. Once this way of explanation becomes possible, the problem's significance deepens into "Whenever the multiplier is increased by3, will the answer always increase by 111, with all the digits identical,the same?" and then "Why are all the digits identical?". Readers who are majors in mathematics may already have predicted that this idea holds only "up to 27." It is true that we get the answer 999, when doing the multiplication 37 X 27.
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