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Make it Count Education Assistant and AEIO Professional Learning

Make it Count Education Assistant and AEIO Professional Learning. "A Practical Introduction To Develop The Understandings Students Need To Achieve Expected Mathematical Outcomes". Presenters: Tracey Armstrong Make It Count Swan Valley Cluster Coordinator

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Make it Count Education Assistant and AEIO Professional Learning

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  1. Make it Count Education Assistant and AEIO Professional Learning "A Practical Introduction To Develop The Understandings Students Need To Achieve Expected Mathematical Outcomes" Presenters: Tracey Armstrong Make It Count Swan Valley Cluster Coordinator Getting it Right Numeracy Swan View Primary Sharon Lee Kindergarten Teacher Swan View Primary School

  2. Focus • The mathematics children need to know to help develop a deep number sense with a focus on using mathematical language associated with subitising and partitioning.

  3. By the end of the session you will… • Understand the meaning of subitising and partitioning and how it helps build students understanding • Use a variety of activities with students

  4. Subitising and Partitioning

  5. What does that mean?

  6. Subitising is ……… • The ability to look at collections and use numbers to say “how many “ without counting. (seeing at a glance)

  7. To learn to subitise students will need lots of experiences where they 'hear' the number word attached to particular collections.

  8. More or Less Game • Students use comparative language. • Students hear the number word to match the collection. • Students then connect written symbol to the quantity.

  9. How many can you see • Use the more cards as flash cards • Expose a card to your group for only about 1 second, and then hide it. • First with the correct number takes the card after they explain how they knew how many. • What did you need to think about to say how many? • What games could you play with these cards? • What focus questions could you ask?

  10. Importance of Subitising • The students understand the purpose of numbers is to show "how many". • Students develop a visual image of numbers - eg. What does 4 look like? • Important building blocks for mental calculations. Three

  11. Hide the Jellybeans Game • Record what you see using pictures and tell your partner. • Record what you see usingwordsand tell your partner. • Record what you see using numbers and symbols and tell your partner.

  12. Partitioning What does that mean?

  13. Partitioning • Partitioning is breaking up a collection in a number of different ways without changing how many are in the total set.

  14. Ten Frame Game • Students should be encouraged to break up collections of ten items. Ten frames help students to begin to see the importance of 'tens' in our number system.

  15. Tiny Ten Frames Activity

  16. Number Families • Break a Number • Think boards

  17. Building Relationships Between Numbers. • Students need to learn that numbers are related to each other and belong to “number families”. • They should be encouraged to write a number sentence to represent each partition. • The = sign means that the numbers on one side of the sign are equal to the combination of numbers on the other side. • Many young students develop the misconception that the = sign means “the answer is “ and believe they can only write the number sentence like 3 + 2 = 5.

  18. Number Families Number Family for 5 0 + 5 = 5 5 = 0 + 5 5 – 0 = 5 1 + 4 = 5 5 = 1 + 4 5 – 1 = 4 2 + 3 = 5 5 = 2 + 3 5 – 2 = 3 3 + 2 = 5 5 = 3 + 2 5 – 3 = 2 4 + 1 = 5 5 = 4 + 1 5 – 4 = 1 5 + 0 = 5 5 = 5 + 0 5 – 5 = 0

  19. Partitioning At A Higher Level • Having the confidence to partition larger numbers is a critical building block for later mathematics learning as it helps students to: • Develop an understanding of place value. • Use partitioning strategies for calculations.

  20. Where to next……..Partitioning to Place Value. 47 74 OR

  21. Discussion about the Mathematics we have learnt.

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