Addition and Subtraction Workshop Lisa Heap, Jill Smythe and Anuja Singh.

Squeezie Box: -Read the number -Number before / after -Ten more / less -Doubles -How many more to make 10 -Multiply by…… What other key concepts could be developed using the Squeezie Box?

Objectives: Revise the Strategy framework stages. Understand the teaching model. Explore problem progressions, equipment and activities used to teach addition & subtraction strategies.

Reflection: Reflect on your Mathematics lessons, routines and classroom organisation. What will I keep doing? What will I stop doing? What will I start doing?

these? = How would a child at stage 3, 4 or 5 solve this problem?

Hw would you solve these? = How would a child at stage 4 or 5 solve this problem?

How would you solve these? How would a child at stage 6 or 7 solve this problem? =

Place Value

?

So, which strategy is best? It depends on what the question is!!!!!!

Using Number Properties Using Imaging Using Materials New Knowledge & Strategies Existing Knowledge & Strategies Using Materials The Teaching Model:

Hands Tens frames AbacusPlace Value Material Number Lines Using Materials and Imaging:

Imaging Phases: First Phase of Imaging: Look but don’t touch! Second Phase of Imaging: Shielding materials,scaffolding. Third Phase of Imaging: No materials at all.

A lesson using the teaching model: Watch the DVD of a lesson using the teaching model. In your thinking groups discuss the following questions: How was the teaching model utilised? How were children’s misconceptions addressed during the lesson?

Morning Tea During morning tea complete your jigsaw. What knowledge or strategy is being developed? Look around the other tables. Which would you introduce first? Why?

Maths Thinking Groups: What is the purpose of a thinking group? Each person is given a chance to share their thinking and solution to a problem. Group members listen to each other. Only one person talks at a time. Everyone must be able to understand and explain others thinking and solutions. Group members must be prepared to explain their own thinking.

Using Thinking Groups: “If you teach without observing and reacting to the children, you are teaching a programme, you are not teaching the kids.” Peter Hughes

Keeping a record How and where do you currently record what the children do/think?

Using a Modelling Book: helps capture students thinking and is a powerful tool for modelling written recording. is a useful record of work that both teacher and students can refer back to during the lesson or in future lessons. helps teachers keep track of students progress by writing names next to strategies or by attaching the student profiles at the front of the book.

Introduction to Book 5: Each strategy stage is separated into 2 parts: Learning experiences to move from one stage to next and learning experiences for each stage. Refer to the required knowledge check before transitioning students. If the group are not ready to move from one stage to the next you may need to broaden their experiences. Refer to the teaching model progression for each lesson.

What to teach Planning sheets are available on

Start of Lesson - Required knowledge check - Diagnostic Snapshot:Can they already do it? Teaching - Teaching Model (materials, imaging, number properties) - Consider thinking groups & modelling book -End of Lesson - Feedback: Who’s got it? Who hasn’t? Set practice. - Consider next learning steps/teaching. session Components of a strategy teaching lesson:

Using Number Properties Using Imaging Using Materials New Knowledge & Strategies Existing Knowledge & Strategies Using Materials The Teaching Model:

Strategy Lesson Examples…. Book 5, page 27. Subtraction in Parts Book 5, page 53. Average Ability

In your thinking groups…. What have you learnt today? What activity has helped your learning? What do you need clarifying?

Thank you…. See you next time! Tuesday, 2 nd November Multiplication & Division