Quick Number x / 3 2

What are we here for?  Increase our children’s ability to complete: - ‘mental computations’ (work out maths sums in their head) - ‘automaticity’ - ‘neural pathways’ – dusty old track – Pacific Highway  Learn about a new program called Quick Number  Learn how to support our children’s basic numeracy skills development  Learn / understand some strategies  Have some fun!!  Increase our children’s ability to complete: - ‘mental computations’ (work out maths sums in their head) - ‘automaticity’ - ‘neural pathways’ – dusty old track – Pacific Highway  Learn about a new program called Quick Number  Learn how to support our children’s basic numeracy skills development  Learn / understand some strategies  Have some fun!!

Quick Number A Program we have developed as a result of what we know about QUICKSMART

QuickSmart  An intervention program designed to: - improve automaticity of number - build confidence - provide students with the tools to engage, re-engage in general classroom teaching - increase mental computation strategies.  An intervention program designed to: - improve automaticity of number - build confidence - provide students with the tools to engage, re-engage in general classroom teaching - increase mental computation strategies. We have run this program since 2009 – the first school in SA to use it. We now have three trained tutors. Significantly, our students are achieving up to three (3) years growth in a school year. We have 10 students per year on the QuickSmart program. We want our students to be Quick & Smart

Quick Number  Fun  Challenging  Progressive / sequenced  Individualised  Easy to monitor  Easy to deliver  Not time consuming or a burden (1-2 minutes)  Effective  Measurable  Home program, but overseen at school  A Numeracy version of sight words  Immediate feedback  Fun  Challenging  Progressive / sequenced  Individualised  Easy to monitor  Easy to deliver  Not time consuming or a burden (1-2 minutes)  Effective  Measurable  Home program, but overseen at school  A Numeracy version of sight words  Immediate feedback

Number Knowledge / Strategies  Like travelling in a car – there is more than one way to get to your destination  Some more effective / comfortable and quicker than others  Concrete materials / fingers – are great and effective means, but when students “use their head”, or employ strategies they are quicker and it will free up their working memory – they “see” the answer. NOTE: we need to monitor this and not push too quickly as fingers/concrete materials are an important part of the process.  Like travelling in a car – there is more than one way to get to your destination  Some more effective / comfortable and quicker than others  Concrete materials / fingers – are great and effective means, but when students “use their head”, or employ strategies they are quicker and it will free up their working memory – they “see” the answer. NOTE: we need to monitor this and not push too quickly as fingers/concrete materials are an important part of the process.

Working Memory / Automaticity  Brain space  A space where we / students process an answer  If number is something we can see / be automatic then we free up “working memory” to apply the concept, question, process without being bogged down. EG: the perimeter of a rectangle  Number can be time consuming and take up / use working memory / space  Brain space  A space where we / students process an answer  If number is something we can see / be automatic then we free up “working memory” to apply the concept, question, process without being bogged down. EG: the perimeter of a rectangle  Number can be time consuming and take up / use working memory / space

Terms Subitising Rainbow facts Friendly pairs Doubles Near doubles Friends of 10, 20, 100

How to use QuickNumber  Packs – explain Flashcards - recording - use of booklet  Nightly  Fun  Checked / monitored at school [Mondays checking day and swop]  Introduce continuum  Classroom management – like sight words - class specific  Some Reception packs [Kym]  Packs – explain Flashcards - recording - use of booklet  Nightly  Fun  Checked / monitored at school [Mondays checking day and swop]  Introduce continuum  Classroom management – like sight words - class specific  Some Reception packs [Kym]

LevelItem description 1square cards - numeral, word and dots (1-10) 2box - numeral, word and dot cards (1-10), 1 dice, 10 counters 3add 0 4add 1 5add 2 6add 3 7Mixed +0,1,2,3 8Rainbow facts, friends of 10, friendly pairs 9Rainbow facts (+-) 10What makes 10? (number with what makes 10; rainbow facts, etc) 11add 4 12add 5 13Mixed (+6, 2+6, 4+6, 7+6) 15add 7 16add 8 17add 9 18add 10 19Doubles 0-12 (1+1=; 3+3=; 11+11=) 20Near Doubles (0-12 (1 + 2 =?; =?)

LevelItem description mixed (10+1 =; 13+1=; 18+1=) (11+3=; 14+3=; 17+3=) (10+5=; 14+5=; 20+5=) 27Mixed (12+2=; 11+3=; 14+4=; 19+5= Mixed What makes (5-1=; 7-1=; 9-1=) (3-3=; 5-3=; 8-3=) 39Mixed -1,-2,-3 (3-1=; 5-2=; 7-3=; 9-3=)

LevelItem description Mixed Mixed mixed 10+ or 10 - (total = 0 to 20) Mixed

LevelItem description 61X 0 62X1 63X2 64X3 65Mixed 66X4 67X5 68X6 69Mixed 70X7 71X8 72X9 73X10 74Mixed 75X11 76X12 77Mixed ÷0 79÷1 802

LevelItem description Mixed Mixed Mixed Mixed 95Mixed x ÷0-5 96Mixed x ÷ Mixed x ÷ Mixed x ÷ 0 -12

Issues  More for parents – but 1-2 minutes we think is a great investment  Dangers – pushing children - going ahead too quickly - stagnating - ‘over teaching’ - not panicking re progress  Importance –time spent on “mixed pack”  More for parents – but 1-2 minutes we think is a great investment  Dangers – pushing children - going ahead too quickly - stagnating - ‘over teaching’ - not panicking re progress  Importance –time spent on “mixed pack”

Resources  Study Ladder  Games  Study Ladder  Games