WHAT
If students are NOT moving in Add Sub strategy then it is often because of a whole in their place value knowledge.
Add/Sub Learning
- 2 tens frames.
- different colour on each card
- Started by showing dots on 10's frame and had students call out how many dots they could see.
- Stopped to check on students knowledge. 10 + ? =
- Talked about how she knew that students already knew the answer
- Told the students to make a 7 and 6
- Can split to have one student do one card and have the other student do another card.
- Talked about which number would be easier to take away from. Mathematicians always want to find the fastest way possible.
- 9 + 8 =
- Used a whiteboard to model the splitting of numbers
- Moved to joining together to make 3 boards - 8 + 8 + 8 =
- Next they moved to using 3 tens frames to make 17 + 5 =
- Used an abucus to show 58 + 6 =
- Ive got 36 and I want to add 9 more on - what should I do?
Add/Sub Game - Shifties
- Laid tens frames down on the ground with the dots on them.
- 1 student picked up a card with the idea to get to 100 by finding pairs of compatible numbers
- The game is to add up what I give you.
- Dinah gave out 4 cards and got the teams to work out the answer. 1 point for correct answer, 2 points for explaining.
- Dinah then asked the group if anyone could show a different way of doing it.
- Dinah scaffolded quite a bit by starting sentences.
- Really encouraged students to explain their strategies. Rewarded detailed explanations with 3 points.
Game 2 -
- Got kids to write the number when she wrote 3 hundreds, 4 tens and 23 ones.
- We ran out of 10's
- Kids wrote on little pieces of paper and put them in the middle
- Scenario was you were working at my orchard - how much did I pay you.
- Eliminated papers in the middle that were incorrect, explaining throughout the process.
- Had materials in front of her and prompted kids to look at them.
- Doesn't matter if you make a mistake - we just screw it up and put it behind us.
- When explaining their answers - Dinah got them to use the materials,
Basic facts can be compared to spelling in writing. Just because you can spell, doesn't mean that you can apply this to your writing. Same with basic facts, if you are fast at facts, it doesn't necessarily mean that you are a good mathematician.
Difference between testing and practise. Marking a student wrong for getting 4 x 6 = 24 will not help them to learn. Working with a buddy or getting them to find the answer is more effective.
Kids should be able to apply these basic facts in number stories.
Flash cards. Not useful to use them as a test. Good to use them for students to track progress i.e look at a question, say an answer and then put it into the facts' I know pile' or the facts 'I don't know' pile
SO WHAT/NOW WHAT
As the students in the first focus group were from my class, it gave me a good insight into some gaps that I need to fill. All students could do 10 and facts, but many had trouble splitting numbers. Watching Dinah teach really re-enforced the idea that the process is more important than the actual answer. If the answer is top priority, then students will continue to use inefficient strategies, such as counting on, as they continue to get the correct answer. This will then encourage them to continue to use this strategy, even though it is not the most efficient way. Dinah continued to say the mathematicians are lazy - they are always seeking to find the most efficient strategy.
Dinah showed us a number of games that can be used for students to practise basic facts. I plan to implement some of these into my programme to make the learning of basic facts fun and engaging.
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