Rebecca+T

=__Numeracy PLC 2009__=

=//"Knowledge governs the strategies you can use."//=

//The Diagnostic Book is a teacher tool. When doing the tests go to the highest strategy first. The question doesn't find the stage the student response will determine.// E.g. 8+5= Stage 3: 1, 2,, 3, 4, 5, 6, 7, 8...9, 10, 11, 12, 13 Stage 4: 8...9, 10, 11, 12, 13 Stage 5: 8+2=10 +3=13
 * __Assessment__**

//A child who gives the wrong answer but has the correct stategy should still be on that stage.// E.g. 8+5= 8+2=10+4=14 (should be 13)

Group children according to strategy.

__**Basic Facts**__ What are basic facts in mathematics? Any fact that can be instantly recalled without using a strategy. How do students learn basic facts? Students learn by chanting and by playing games. Why learn basic facts? To help solve a mathematical problem. Do we need to memorise the basic facts? Yes!

//Alot of children are stuck at Stage 4 in NZ because they dont have the knowledge.//

__**Reading Numbers and Counting**__ We read numbers from left to right BUT we comprehend right to left. Smallest numbers are on the right, rather than on the left. Counting is all about the LAST one! 3 apples + 4 bananas = 7 FRUIT You have to rename to something else and that is a big thing.

//Problems dont hit you in numbers in real life. They hit you in language.

__**Multiplication and Division**__ Good idea to do division first. "Sharing"// Multiplication is about equal sets of groups. Addition is about sets of groups. "Make 3 groups of beans of an uneven number." Ask them whether we would multiply or divide. Key word: **of** Use shapes to do multiplication. A group of triangles. "Ask how many sides?" How many sides are there if I had 3 triangles?

__**Fractions and Decimals**__ //We need to make a fuss about the WHOLE because we dont know what a half is until we know what the whole is.//

2b + r = y + g

2/3 + 1/2 = 1 1/6

//We should value the children that ask the questions, not answer the questions.

By mulitplying the top and the bottom by 1 the fraction will not change.// Geoff showed us to to use 2D shapes to teach fractions in a very visual way. Quite hard to find half of a circle than a hexagon. The difference between Level 1 and Level 2 maths is experience. If you want to do Level 2 in year 1 change the whole. The language depth is critical. Kids always generalise and think that all fractions have a 1 at the top.

//The decimal point is to point out where the ones column is.//