Bridging the gap - moving children from counting to breaking up numbers.

Slides:



Advertisements
Similar presentations
Big Maths and Calculation Evening
Advertisements

Winter 2011 Math News Hello Parents and Teachers, One of the foundations of numeracy is being able to solve simple addition, subtraction, multiplication.
Maths is like….. Train-spotting…..you jot down a whole load of numbers for no apparent reason Cabbage…..you either love it or hate it depending on how.
The Big Picture of Numeracy. Numeracy Project Goal “To be numerate is to have the ability and inclination to use mathematics effectively – at home, at.
KS2 Mathematics Parent Workshop September 2014
MULTIPLICATION STAGE 1 SUMMARY – VOCABULARY IMAGES KEY SKILLS
Manley Park Primary School Calculation Policy Handbook
Presentation by: Heather Etzel, Fourth Grade Alicia Fornal, Fifth Grade Adapted from presentation by: Donn Hicks, Supervisor of Elementary Education, CCPS.
Basic Facts – one definition
Developing Higher Level Thinking and Mathematical Reasoning.
NCTM Conference April  Domain: Operations & Algebraic ThinkingOperations & Algebraic Thinking  K.OA.3  Decompose numbers less than or equal to.
Mathematics Kings Worthy Primary School
Numeracy at MNS Rimu Syndicate Parent Information Evening.
Longfield Primary School Maths Parents’ Workshop
Buckland CE Primary School
Horrington Primary School
NUMERACY PRESENTATION PLACE VALUE & THE NUMBER SYSTEM.
Information for Parents
MENTAL ARITHMETIC. TO BE EFFECTIVE MENTAL ARITHMETIC SHOULD: Provide regular short sessions of 10 minutes each day. This is more valuable than infrequent.
KS2 Mathematics Parent Workshop January Contents The New Curriculum – what’s new in Key Stage 2 The 4 operations – including calculation methods.
Mental Math and Basic Facts
Compass Point: South Street School and Children’s Centre– Progression in Teaching and Learning Addition Level and Notes Written Calculations Models & Images.
By Edwin Barnes 7 Kolbe St Joseph’s Catholic and Anglican School
Addition, Subtraction and Place Value Workshop
Before Place value… Moving to Stage 5 Presented by Helen Rodgers. With thanks to Honor Ronowicz.
Middle Maths Focus Group
Outcomes Putting Place Value and its associated language in perspective Understanding four important place value concepts Teaching and learning progressions.
Effective Mathematics Practise Workshop Whangarei 31 March 2011 Dianne Ogle
Understanding Number and Calculating. Understanding number is the underpinning of all Maths. It develops:  an understanding of place value  a sense.
Basic Facts Junior Focus Group 23 November 2010 Raewyn Carman & Dianne Ogle.
Key Stage 2 Maths What and how do we teach it?. Aims of the meeting tonight To help you to understand more of what we do in maths at Key Stage 2 To help.
KS1 Mathematics Parent Workshop. Contents -The New Curriculum – what’s new in Key Stage 1 -Place value -The 4 operations – including methods used and.
Assessing pupils’ progress (with and without levels)
Year 3 Block A. 3A1 I can solve number problems and practical problems involving place value and rounding. I can apply partitioning related to place value.
Mental Maths at St John’s. How Maths teaching has changed -To give children the chance to explore ways of finding an answer, and being able to explain.
Parent Maths Workshop Chorleywood Primary School 2015/16.
Helping Your Child with Their Maths at Home
Basic Facts Middle Focus Group Raewyn Carman & Dianne Ogle 24 November 2010.
÷. Written methods of calculations are based on mental strategies. Each of the four operations builds on secure mental skills which provide the foundation.
© 2013 UNIVERSITY OF PITTSBURGH Supporting Rigorous Mathematics Teaching and Learning Engaging In and Analyzing Teaching and Learning Tennessee Department.
Developing Early Number Sense 16 March Number Sense Having a good intuition about numbers and their relationships. Develops gradually as a result.
ParsonMath Diagnostic Assessment Teacher Recording Sheet and Directions If a student misses two or more on a task under each heading, discontinue the task.
Multiplication & Division Workshop Teacher: Who can tell me what 7 x 6 is? Pupil: 42! Teacher: Very good. Now who can tell me what 6 x 7 is? Pupil: It’s.
Keeping Up With the Children - Maths. What maths have you done today?
Mathematics Mastery in Years One and Two at Park Street School.
Methods for Addition.
Parent Information Session.  Problem Solving Activity  How is Mathematics taught now? The New Zealand Numeracy Framework and the different stages 
Progression in Calculations + - ÷ x St. Mary’s School September 2010.
Adapted from Bern Long and Angela Rogers presentation, 2013 K. Chiodi.
Maths Parent Workshop October 2013 Stakesby Community Primary School.
Addition, Subtraction and Place Value Workshop
Shears Green Infant School
Properties of Operations
KS2 Maths Parent Workshop
Connecting Academics & Parents
EERTI Math Circle Session 4, Day 5 Conceptual Place Value
Foundations for primary grades Session FOUR
Decimals Pages 60 – 95.
What makes a good mathematical game?
Teacher Notes.
Maths Parent Workshop Thursday January 25th 2018
Place Value and Decimals 1 – Objectives
Framing Grade 1 Math Instruction Day 2
Games Workshop.
Significant Figures Revisiting the Rules.
KS2 Mathematics Parent Workshop November 2015
How is my child taught mathematics?
Place Value Place value in 5-digit and 6-digit numbers, place on lines, add and subtract using place value. Objectives Day 1 Understand place value in.
Presentation transcript:

Bridging the gap - moving children from counting to breaking up numbers

Share all the cards out amongst the group Take turns to put a card face up in the middle As you put the card up say: 1 more than the number on the card 1 less than the number on the card 10 more than the number on the card 9 more than the number on the card (10-1) 11 more than the number on the card (10+1) 100 more than the number on the card 99 more than the number on the card (100-1) 101 more than the number on the card (100+1) 1000 more than the number on the card 999 more than the number on the card (1000-1) The Number on the card plus/minus? = 10 With a deck of cards

Objectives of Session: To develop an understanding of common place value misconceptions and how these can be addressed. To explore key activities, equipment and resources that will help support the development of place value knowledge.

Understanding Place Value: In your groups discuss: What is Place Value? Why is it so important?

Teaching Place Value: What equipment should we use to teach place value? Why? Use the ‘representation of 28’ sheet Order the equipment from least to most abstract -group as necessary

Language vs. Understanding? The construction of the English number words from 1 to 60 is a mixture of strange rules which often cause confusion for children. Correcting these initial place value problems is a language issue not a mathematical one. The “ty” and the “teen” words need to be unpacked for children.

Decoding the Numbers: Children need to make connections between the numeral symbols, the way they are read, and their representations in materials. For example the number 65: See ‘65’ Say in one way: sixty-five Say in the other way: six tens and five ones Do show 6 bundles and 5 loose sticks Do 65 singles sticks Give children experiences at connecting these 3 forms. For example:Twenty + 31 = tens = Seventy two + 14 =

Grouping: The key idea is that students practice bundling and connecting this to symbols. For example, 17 is read as seventeen, and one ten and seven ones, and modeled as one ten and seven and also seventeen singletons. Students need to group materials so they eventually understand that one ten and ten ones are the same.

Basic Facts: Addition facts to 20 and subtraction facts to 10. Multiplication facts for the 2, 5 and 10 times tables and corresponding division facts. Multiples of 100 that add to Place Value: Groupings within 100, e.g., 49 and 51. Groupings of two, five and ten that are within numbers. The number of hundreds in centuries and thousands. Rounding 3 digit numbers to the nearest 10 or 100. Stage 5 Grouping/Place Value and Basic Facts knowledge:

Misconceptions with Place Value: Donald is in Year 2. He thinks that the number following fifty-nine is fifty-ten. What are his misconceptions? How would you teach him? What equipment would you use?

Days at School Watch your place value understanding develop using the ‘Days at School’ strategy. Have a celebration when you hit 100 days at school! Thanks to Waterloo School

Misconceptions with Place Value: Jane is given 6 bundles of ten sticks. When asked how many groups of ten, Jane replies 60. What are Jane’s misconceptions? What are her next learning steps?

Misconceptions with Place Value: Sam is very good at counting. He can orally count up to 199 without any trouble. His teacher sets the class the task of writing down the numbers following 98. Sam writes 99, 100, 1001, 1002, What does Sam need to learn? What learning experiences would he benefit from?

The Ten for One Swap Frog Swamp game (Adapted from Bev Dunbar Exploring Numeration)

Activities for Stage 4: Children also need experience adding and subtracting numbers using place value. Use a mixture of words and numbers. This is a powerful indicator as to whether a student understands meaning twenty-seven = 3 tens + sixteen = Seventy - 3 tens =

Entering into Stage 5: Problems that scaffold children part-whole thinking: = Importance of Place Value Cannon There are ten ones which need to be swapped for one ten. This produces three tens which is coded as 30. Other eg: = ? + 48 = ? = 50 Children should have mastered the above examples in their heads at number properties.

Misconceptions with Place Value: Juliet works out 73 – 27 by saying … “I can’t take 7 from 3 so I borrow a 1 from the – 7 = 6 6 – 2 = 4 The answer is 46” Is Juliet correct? How would you respond? What questions may you ask? What equipment would you use?

Key Place Value Concepts to Develop: The fundamental place value issue is that ten units must be interchanged for one new unit. The zero place holder idea is significant but not the main problem. Students need experiences initially making groups of tens by bundling and unbundling ten ones for one ten. It is important that students know how to write a numeral; how to say the numeral in two ways; as well as how to model in two ways both as singletons and objects grouped as tens and ones.

Place Value Activities: Card Games Target Frog Swamp Close to Hundred (Bk.4 Pg.24) Squeezy Boxes Place Value Dice Game What is the key purpose? How could this activity be adapted or modified ? How would I use this activity? Independent, whole class, Group Box ??

Place Your Values: Roll a 0-9 dice. Make the number using the popsticks. Roll the dice again. Add this total to the previous using the popsticks - remember the “canon of place value” Once you’ve reached a three digit number, STOP. How can we now use our digit cards to model this understanding? Place Value Dice Game

Tips for Teaching Knowledge: Knowledge teaching is tailored to the children’s gaps and what they require to move to the next stage. Equipment is essential. Key mathematical language is being developed. Practice activities develop quick and accurate recall of knowledge.