1 / 63

Welcome to Dingo State School Numeracy Afternoon

Welcome to Dingo State School Numeracy Afternoon! Our aim is to help children feel confident when working mathematically. Lessons ensure students have deep and connected understandings, with a focus on explaining, reasoning, and justifying. Mathematics education for this generation is different, emphasizing understanding, fluency, problem solving, and reasoning. We aim to overcome misconceptions, math anxiety, and disengagement through mental computation, counting, subitising, partitioning, and flexible thinking. Help your child develop these skills at home!

michellenguyen
Download Presentation

Welcome to Dingo State School Numeracy Afternoon

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. Welcome to Dingo State School Numeracy Afternoon

  2. Our Aim • Help children feel confident when working mathematically …

  3. Lessons ensure students have deep and connected understandings. Students are expected to explain, reason and justify. Previously we were taught mainly facts and procedures. Lessons were about practise and recall How is mathematics education different for this generation?

  4. In the Australian Curriculum, we expect students to have: • Understanding • (connecting, representing, identifying, describing, interpreting, sorting, …) • Fluency • (calculating, recognising, choosing, recalling, manipulating, …) • Problem solving • (applying, designing, planning, checking, imagining, …) • Reasoning • (explaining, justifying, comparing and contrasting, inferring, deducing, proving, …)

  5. “But, I wasn’t good at Maths” When we focus too much on facts and procedures, students may develop misconceptions and inefficient methods. This quite often leads to maths anxiety, disengagement and poorer performance in all subjects that require mathematics.

  6. Going mental first • Mental computation and estimation account for approximately 80% of the calculations we do in real life • Using a calculator 15-18% of the time • Paper and pencil methods 3-5% of the time Most adults were not taught mental computation methods.

  7. Discussion • 30% of Australian adults are unable to use the procedure that was drilled into us. • Most adults were shown one way to add and subtract, multiply and divide. • Often, these adults have ‘ANXIETY’ in situations that involve calculation

  8. Counting and Subitising The counting principles • Each object must be counted only once • Numbers must be said once • Arrangement of objects does not affect how many there are in the collection • The last number said tells how many in the collection

  9. Key Terms • Rainbow Facts or friends of 10 • Doubles • Near doubles • Subitising • Partitioning • Compensating • Jumping

  10. Key Terms • Rainbow Facts or friends of 10

  11. Key Terms • Doubles • Near doubles 2+2 6+7 3+3 8+9 22+22 22+23 46+46 46+47

  12. Counting and Subitising Subitising • Students recognise numbers at a glance • Familiar with collections or arrangements such as dice patterns • Seeing smaller parts within collections Subitising assists students to quantify collections and build whole-part relationships and an understanding of decimal numbers.

  13. Partitioning • Breaking a number up into smaller numbers, usually hundreds, tens and ones. 156 • 100 + 50 + 6 • 50 + 50 + 50 + 6 9731 • 9000 + 700 + 30 + 1 Builds fluency and flexibility of thinking

  14. [ ] = 7 + 5 + 3 + 5 + 6 How would you add these numbers?

  15. [ ] = 7 + 5 + 3 + 5 + 6 Child A adds in order: 7,5,3,5 and then 6 (counting all on her fingers) Child B says ‘7 and 3 make 10’, ‘5 and 5 make 10’ and ‘6 more is 26’ Child C says ‘5+5 = 10’ , then ‘6 + 3 = 9’, ‘so that’s 19’. He then counts on 7 more Child D takes 2 from 7 and adds it the 3 to make 4 lots of 5. She says, ‘Four fives are 20. 20 and 6 more is 26.’

  16. Insight into misconceptions 7 + 4 = [ ] + 5 15% 10% 55% 20% Here are the four most common student responses (Years 2-7) What is a typical response rate in Year 4? 6 is the correct answer.

  17. 201-198

  18. 201 - 198 Jumped straight to a procedure and got it wrong Jumped straight to a procedure and got it correct Reasoned mentally Trusted Numbers 2/3 4/5 6/7

  19. Give your child a number fact. Can they create the related number facts? 7 8 3 4 12 4 7 12 4 To ensure they UNDERSTAND Ask your child to say or draw a problem that (USES) one of these facts 3 8 4 7 4 3 12 4 8 7 3 4 12 8 4 7 4 3 12 4 8

  20. 24 3 8 3 12 4 3 8 24 4 3 12 24 3 8 12 4 3 LINK this to FRACTIONS Eg ⅓ of 12 = 4 24 3 8 12 3 4 24 8 3 12 4 3

  21. FOUR SQUARE 8 + 2 = 10 2 + 8 = 10 10 - 8 = 2 10 – 2 = 8

  22. What methods do we use as adults? 38 + 57 72 - 28

  23. JUMP- addition & subtraction

  24. SPLIT: addition & subtraction Students must be confident and flexible with Place Value concepts to assist with mental computation.

  25. Left to right adding and subtracting • Students and adults naturally use left to right thinking for mental calculations. • Left to right written methods connect to students’ mental strategies.

  26. Compensating 38 + 57 72 - 28

  27. What does Australian Curriculum expect? • Addition and subtraction facts by Year 3 • Multiplication and division facts by Year 3/4 • A greater focus on mental methods to prepare students for real world situations • A range of written methods (not just the one method) • Students to choose methods and strategies to suit individual problems

  28. How can you help at home? • Talk about ways that you use to add and subtract mentally. • Practise number facts in game situations. • Don’t expect your children to naturally add and subtract like you do. • Let your children discuss their ways for adding and subtracting with you.

  29. Resist the temptation “ This is how you should do it” Ask your child to explain their strategies for adding and subtracting Ask your child for an estimate before they calculate the exact answer Ask “Is that answer reasonable?”

  30. Adding number plates

  31. Other Ideas • Play board games with dice, spinners, dominoes and cards. • Cook with the kids, scales, measuring cups and timers etc. • Smarties or any sweets are great for counting large numbers, sharing….. • Family bar of chocolate is great for fractions • Shopping or travel challenges. How long, How much

  32. If students are shown the links they are less likely to forget them 72 64 80 24 32 56 8 16 48 40 The x1, x2, x5 and x10 facts can provide a foundation for all multiplication and division facts.

  33. How many multiplication facts are there? 45

  34. What do we do if my child doesn’t know a table fact? I have forgotten 8 x 7? I know 7x2=14 Double 14 is 28 Double 28 is 56 10 x 7 = 70 Take two 7s (14) from 70 That’s 56 I know that 5 x 8 = 40 2 x 8 = 16 40+16 = 56

  35. Teaching Number Facts What is more important. To know your number facts or to understand strategies to solve number facts?

  36. You need to know the basics 1’s 2’ 10s Term 1 2007

  37. Number Facts 3X What strategies do you use? Term 1 2007

  38. Number Facts 3X (3x) double plus 1 Term 1 2007

  39. Number Facts 3X Scan Think Do See Plan Do Check Term 1 2007

  40. Number Facts 4X What strategies do you use? Term 1 2007

  41. Number Facts 4X (x4) Double Double Double the other number, then double again. Term 1 2007

  42. Number Facts 4X Scan Think Do See Plan Do Check Term 1 2007

  43. Number Facts 5X What strategies do you use? Term 1 2007

  44. Number Facts 5X (x5) Multiply by 10 then half Term 1 2007

  45. Number Facts 5X Scan Think Do See Plan Do Check Term 1 2007

  46. Number Facts 6X What strategies do you use? Term 1 2007

  47. Number Facts 6X (x6) Multiply by 10 then half plus the number OR Double the #, then add it one more time then double again Term 1 2007

  48. Number Facts 6X Scan Think Do See Plan Do Check Term 1 2007

More Related