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Addition and Subtraction Workshop

Addition and Subtraction Workshop. Addition and Subtraction Workshop. Lisa Heap, Jill Smythe and Anuja Singh. Squeezie Box:. -Read the number -Number before / after -Ten more / less -Doubles -How many more to make 10 -Multiply by…… What other key concepts could be

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Addition and Subtraction Workshop

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  1. Addition and Subtraction Workshop Addition and Subtraction Workshop Lisa Heap, Jill Smythe and Anuja Singh.

  2. Squeezie Box: -Read the number -Number before / after -Ten more / less -Doubles -How many more to make 10 -Multiply by…… What other key concepts could be developed using the Squeezie Box?

  3. Objectives: • Revise the Strategy framework stages. • Understand the teaching model. • Explore problem progressions, equipment and activities used to teach addition & subtraction strategies.

  4. Reflection: Reflect on your Mathematics lessons, routines and classroom organisation. What will I keep doing? What will I stop doing? What will I start doing?

  5. How would a child at stage 3, 4 or 5 solve this problem? these? 7 + 9 =

  6. Hw would you solve these? How would a child at stage 4 or 5 solve this problem? 42 - 7 =

  7. How would a child at stage 6 or 7 solve this problem? How would you solve these? 92 - 39 =

  8. Place Value

  9. ? 385 - 99 478 - 56 1002 - 987

  10. So, which strategy is best? It depends on what the question is!!!!!!

  11. The Teaching Model: Existing Knowledge & Strategies • Using Number Properties Using Imaging Using Materials Using Materials New Knowledge & Strategies

  12. 12 23 10 10 + 50 + 3 37 87 90 Using Materials and Imaging: Hands Tens frames Abacus Place Value Material Number Lines

  13. Imaging Phases: First Phase of Imaging: • Look but don’t touch! Second Phase of Imaging: • Shielding materials ,scaffolding. Third Phase of Imaging: • No materials at all.

  14. A lesson using the teaching model: • Watch the DVD of a lesson using the teaching model. • In your thinking groups discuss the following questions: How was the teaching model utilised? How were children’s misconceptions addressed during the lesson?

  15. Morning Tea • During morning tea complete your jigsaw. • What knowledge or strategy is being developed? • Look around the other tables. Which would you introduce first? Why?

  16. Maths Thinking Groups: What is the purpose of a thinking group? • Each person is given a chance to share their thinking and solution to a problem. • Group members listen to each other. Only one person talks at a time. • Everyone must be able to understand and explain others thinking and solutions. • Group members must be prepared to explain their own thinking.

  17. Using Thinking Groups: “If you teach without observing and reacting to the children, you are teaching a programme, you are not teaching the kids.” Peter Hughes

  18. Keeping a record • How and where do you currently record what the children do/think?

  19. Using a Modelling Book: • helps capture students thinking and is a powerful tool for modelling written recording. • is a useful record of work that both teacher and students can refer back to during the lesson or in future lessons. • helps teachers keep track of students progress by writing names next to strategies or by attaching the student profiles at the front of the book.

  20. Introduction to Book 5: • Each strategy stage is separated into 2 parts: Learning experiences to move from one stage to next and learning experiences for each stage. • Refer to the required knowledge check before transitioning students. • If the group are not ready to move from one stage to the next you may need to broaden their experiences. • Refer to the teaching model progression for each lesson.

  21. What to teach • Planning sheets are available on www.nzmaths.co.nz

  22. Components of a strategy teaching lesson: • Start of Lesson • Required knowledge check • Diagnostic Snapshot:Can they already do it? • Teaching • - Teaching Model (materials, imaging, number properties) • Consider thinking groups & modelling book • End of Lesson • Feedback: Who’s got it? Who hasn’t? Set practice. • Consider next learning steps/teaching . session

  23. The Teaching Model: Existing Knowledge & Strategies • Using Number Properties Using Imaging Using Materials Using Materials New Knowledge & Strategies

  24. Strategy Lesson Examples…. Book 5, page 27. Subtraction in Parts Book 5, page 53. Average Ability

  25. In your thinking groups…. • What have you learnt today? • What activity has helped your learning? • What do you need clarifying?

  26. Thank you…. See you next time! Tuesday, 2nd November Multiplication & Division

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