1 / 22

Valuing Mental Computation Online Before you start…

Valuing Mental Computation Online Before you start…. Focus for mental computation. students explaining their own mental strategies students listening to and evaluating, in their own minds, the methods other students are using. Your questioning needs to facilitate this.

anitra
Télécharger la présentation

Valuing Mental Computation Online Before you start…

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Valuing Mental Computation Online Before you start…

  2. Focus for mental computation • students explaining their own mental strategies • students listening to and evaluating, in their own minds, the methods other students are using. Your questioning needs to facilitate this. With mental computation the focus is twofold:

  3. Explaining mental methods When explanation and justification are central components of mental computation, students learn far more than arithmetic. They learn what constitutes a mathematical argument and they learn to think and reason mathematically.

  4. Valuing Mental Computation Online Recording student responses

  5. Recording student responses • It is important to record student responses so that all students can see the thinking. • It is important not to judge the methods students offer. • Students will be able to see the variety of methods and may choose to try a different one next time.

  6. Recording student responses • The way you record the student responses so that all students can visualise the thinking will depend on the method. • The empty number line is a useful tool when the student begins with one of the numbers and deals with the second number in parts. • Recording the steps is better when the student partitions both numbers and then recombines.

  7. Problem: 52 – 17 = • I took 10 from the 52 to give me 42. Then I took away 2 more gives me 40. I have 5 more to take away gives 35. Lawrence • First I took away the 2. Then I took away the 10. Then I took away the other 5. My answer is 35.Denzel • I started at 17 and added 3 to make 20 and then 30 more makes 50 and I need 2 more to get to 52. My answer is 33 …, 35.Kate • First I take 10 from 50 to get 40. Then I take 7 from 2 to get 5 down. My answer is 35.Dominique

  8. Problem: 52 – 17 = I took 10 from the 52 to give me 42. Then I took away 2 more gives me 40. I have 5 more to take away gives 35. Lawrence -10 -5 -2 35 40 42 52

  9. Problem: 52 – 17 = First I took away the 2. Then I took away the 10. Then I took away the other 5. My answer is 35.Denzel -10 -5 -2 35 40 50 52

  10. Problem: 52 – 17 = I started at 17 and added 3 to make 20 and then 30 more makes 50 and I need 2 more to get to 52. My answer is 33 …, 35. Kate 33 …, 35 +30 +3 +2 17 20 50 52

  11. 50 2 10 7 40 5 down Problem: 52 – 17 = First I take 10 from 50 to get 40. Then I take 7 from 2 to get 5 down. My answer is 35. Dominique 35

  12. The empty number line … can also be used for larger numbers 300 – 158 = 150 8 142 150 300

  13. The empty number line 300 – 158 = 160 140 142 300 2

  14. Partitioning each number Can be recorded as: 20 + 30 = 50 3 + 8 = 11 50 + 11 = 61 23 + 38 =

  15. 20 30 3 8 11 50 61 Partitioning each number …or in diagrammatic form: 23 + 38 =

  16. Mental computation helps to develop an understanding of place value.

  17. Using models of place value • The current approach to developing written algorithms is through forming a place value rationale of “trading”. • This begins with models of place value: • bundling • multi attribute blocks (MAB, Dienes) • place value charts.

  18. 9 1 1 1 1 17 20 0 8 35 9 165 Limits of models of place value • The sense of numbers students need is more than reading the positional tag of a numeral. • Activities using trading with models of place value do not always translate into understanding of place value and we see…

  19. + 23 18 2 3 1 8 Limits of models of place value • An over-reliance on the linguistic tags approach leads to problems when the student breaks the number into parts. • Instead of 2 in the tens column and 3 in the units column, 23 needs to be seen as a composite — 20 and 3 or 10 and 13.

  20. Developing models for place value • Mental computation practices often preserve the relative value of the parts of the numbers that are being operated on. • That is, hundreds are treated as hundreds and tens are treated as tens.

  21. Developing models for place value • In written algorithms, the relative values are set aside and digits are manipulated as though they were units. • Mental computation is more likely to be meaning-based than written algorithms which are rule-based.

  22. PC users close the new browser window to return to the website. Mac users - quit PowerPoint to return.

More Related