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Progression from Mental to Written Strategies

Progression from Mental to Written Strategies. A Presentation for Parents. Objectives. To consider the skills involved in mental calculations To discuss children’s expected progression from mental to written methods To consider how ICT can support teaching and learning.

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Progression from Mental to Written Strategies

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  1. Progression from Mental to Written Strategies A Presentation for Parents

  2. Objectives • To consider the skills involved in mental calculations • To discuss children’s expected progression from mental to written methods • To consider how ICT can support teaching and learning

  3. The Approach to Calculation • An ability to calculate mentally lies at the heart of numeracy. • An emphasis on mental calculation does not mean that written methods are not taught in the primary years but the balance between mental and written methods, and the way in which pupils progress from one to the other, is very important.

  4. Progression in Calculation • Counting of objects and mental counting • Early stages of mental calculation and learning of number facts, with recording • Work with larger numbers and informal jottings

  5. Expanded written methods, first with whole numbers then with decimals (introduced in late Year 3) • Compact written methods (introduced in Year 4) • Use of calculators for more difficult calculations (introduced in Year 5)

  6. Children still need to practise, and extend, mental methods even after written methods have been introduced. • Continued development of mental strategies can reduce the number of steps needed when using informal written methods to calculate.

  7. Mental calculation requires familiarity with: • place value and partitioning; • knowledge of number facts, such as number bonds to 10 and 100; • the size of numbers and where they fit into the number system; • the relationship between operations.

  8. Ultimately... A written method needs to be efficient in its process, compact in its recording, and have general application.

  9. Stages in Teaching Subtraction

  10. Division as Sharing Problem: 20 cakes are to be divided between 4 people. How many does each person get?

  11. Division as Grouping Problem: 21 eggs are packed in boxes of 6. How many boxes are needed?

  12. Division using Chunking Method 275 ÷ 8 = 275 ÷ 8 = 34 remainder 3

  13. 275 ÷ 8 = 34 remainder 3

  14. Comparing Standard Written Method with Chunking 196 ÷ 6 = 196 ÷ 6 = 32 remainder4

  15. And finally... Any questions?

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