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Getting it Right Numeracy

Getting it Right Numeracy. Partitioning and Basic Facts. The Planning Cycle. PEDAGOGY Decide on learning activities and focus questions. MATHEMATICS Decide on the mathematics needed to move children on. PROFESSIONAL JUDGEMENT knowledge – experience - evidence. STUDENTS

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Getting it Right Numeracy

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  1. Getting it Right Numeracy Partitioning and Basic Facts

  2. The Planning Cycle PEDAGOGY Decide on learning activities and focus questions. MATHEMATICS Decide on themathematics needed to move children on. PROFESSIONAL JUDGEMENT knowledge – experience - evidence STUDENTS Observe students and interpret what they do and say.

  3. Calculate Page 95 • Choose and use a repertoire of mental, paper and calculator computational strategies for each operation, meeting needed degrees of accuracy and judging the reasonableness of results.

  4. Integrating the Outcomes • Understand Number Read, write and understand the meaning, order and relative magnitudes of whole and decimal numbers, moving flexibly between equivalent forms. • Understand Operations Understand the meaning, use and connections between addition, multiplication, subtraction and division. • Calculate Choose and use a repertoire of mental, paper and calculator computational strategies for each operation, meeting needed degrees of accuracy and judging the reasonableness of results.

  5. Calculate Key Understandings The Key Understandings underpin the achievement of the outcome. Which will be the focus for your students?

  6. Computational Choices I have a problem to solve Maths is not necessary Maths is necessary I don’t need to perform any operations I need to perform an operation or operations The result doesn’t need to be accurate I can use a (an estimate will do) calculator The result needs to be accurate I can round I have a pen and paper I can reliably perform and can reliably use an I have a pen and paper The computation mentally informal written method and can jot down my estimations I have a calculator handy I have a pen and paper handy and the numbers are too big and I can apply a remembered to calculate mentally standard algorithm which I am confident will result in an accurate result

  7. Computational Choices Research shows that most adults use mental strategies or use a calculator for problems they can’t do mentally. See Article What mathematics do adults really do in everyday life? McIntosh and Northcote

  8. Key Understanding 5 • There are strategies we can practise to help us do calculations in our head. • What do we mean by ‘mental’? Read KU 5 paragraph 1 & 2 Page 132 Read Techniques for Mental Calculations paragraph 1 & 2 Page 194

  9. Learning Basic Facts • Students need to understand what they are learning. • This however is not enough to enable students to remember them. • Students need some drill with number facts if they are to readily recall them. • What is needed is a rational rather than a rote approach to learning the basic facts. Background Notes Page 189

  10. In Conclusion… • The choice is not between fully mental approaches and standard written approaches. The goal is flexibility and efficiency rather than standardisation. • It is our job as teachers to provide students with a wide range of strategies they can use effectively.

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