Counting Color Bars for Math Teaching

• Condition: New
• Customized: Customized
• Certification: ISO9001, CE
• Model NO.: 30306006801
• Transport Package: Plastic Box
• Specification: plastic
• Trademark: SHUNMA
• Origin: Yuyao Zhejiang China
• HS Code: 9023009000
• Production Capacity: 1000piece/Day

Product Description

Product Description

Counting color bars for math teaching

Product Introduction
The counting color bars consists of 10 color bars with different lengths of 1cm-10cm, representing numbers from "1" to "10".

Product Specification

Product name	Counting color bars
Material	plastic
Size	The cross-section of the ten plastic strips are all 1cm² square and the lengths are 1cm, 2cm, 3cm, …, 10cm

Instructions
(1) Compare the size of the number by comparing the length of the color bar. For example, a 1cm length color bar represents the number 1. By observing the length of the color bar, you can understand the size of different numbers.
(2) If you want to use the color bar to show the composition of 7: through your own operation, you can orderly find the following 6 kinds of composition: 6 and 1, 5 and 2, 4 and 3, 3 and 4, 2 and 2. 5, 1, and 6, from which addition and subtraction are calculated.
(3) When learning the meaning of multiplication, let students do the following operations with color bars: 3 color bars of 2cm long represent 2+2+2, and 4 color bars of 3cm long represent 3+3+3+3. Through the above operations, a model of consecutive addition of the same numbers is formed in the mind, that is, the concept of multiplication is consolidated by connection. 2+2+2 is the addition of 3 2s, represented by 2*3; 3+3+3+3 is the addition of 4 3s, represented by 3*4. This summarizes the meaning of multiplication: multiplication is a simple operation to find the sum of several identical addends.
(4) When learning division, for example, use a strip of 6, which is divided into 2 pieces on average. Let the students put the square strip to observe by themselves. There are several 2s in it. You can intuitively observe that there are 3 2s in the 6, and the column formula 6 ÷2=3, which allows a simple and natural transition from mathematical models to mathematical calculations.
When there is a remainder in division, use the color bar, how many 3s are in 10? How many are left? By placing the color bars, students can intuitively see that there are 3 3s in 10, and 1 is left, and the column formula 10÷3=3...1. Let students naturally transition from mathematical models to mathematical calculations through simple recognition and placement of color bars.

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