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Growth, hospitality and service in Christ St Kevin’s Catholic Primary School Prep-2 Maths Information Night ACTIVITY ONE What do students need to be able to do? FOUNDATION LEVEL Count forwards/backwards from 0-10 initially, then to 20 FNWS/BNWS not starting from zero. Match number names, digits and quantities Subitise Compare and order Counting To count effectively, children not only need to know the number naming sequence, they need to recognise that: •Counting objects and words need to be in one-to-one correspondence; •You have to say 1, 2, 3, 4 in the same order each time •The order in which the objects are counted doesn't matter. The child can start with any block and count them. •“Three” means a collection of three no matter what it looks like •The last number counted tells ‘how many’ Trusting the Count Initially, children may not believe that if they counted the same collection again, they would get the same result, or that counting is a strategy to determine how many. Trusting the count is evident when children: Know that counting is an appropriate response to “How many……?” questions Believe that counting the same collection again will always produce the same result irrespective of how the objects in the collection are arranged Are able to subitise Subitising Immediately knowing how many items lie within a visual scene for a small number of items. It is a fundamental skill in the development of number sense and will help in the ability to add and subtract as well as recall number bonds quickly. For example, when a dice is thrown the observer at a glance, immediately and accurately knows how many dots lie on the face of the dice without counting. What do you see? What can we learn from this? We can learn: •there are 5 dots. •5 is more than 4 •5 objects can be separated in to a set of 2 and 3 •5 counters, no matter how arranged, still retain the same numerical quantity •The oral name for a set of 5 things is ‘five What do you see now? What do you see? Fingers..... Dominoes: Another way of subitising Research shows us..... That children as young as two years of age can subitise 2 or 3 objects*. There is quite a lot of evidence that babies and some animals* can do it too. Adults can subitise about 5 or 6 objects. * of course they may not know the name of the number but they know how many there are as a quantity! LEVEL ONE What do students need to be able to do? Count forward/backwards with confidence What number is covered? What number comes after 64? What is ten more than 65? What is the number before 75? After 75? What else do they need to be able to do? Write numbers Order numbers ACTIVITY TWO Represent and solve simple addition and subtraction problems using a range of strategies STRATEGIES Counting On... Generally this strategy is the first students are taught and is the easiest. Use this strategy if one of the numbers is 1, 2, 3 or 4 Begin with the larger number and count forward For example, in the equation 5+3, you want students to start with the “5” in their heads, and then count up, “6, 7, 8.” This is to discourage students from counting like, “1, 2, 3, 4, 5…..6, 7, 8.” Counting On Strategy 6+3=9 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Partitioning Helps students to visualise numbers Helps them to work out number sentences in their head Pattern Cards Partitions of Five Partitions of five help students when solving addition such as 7 + 5 = 12 because they know 3 and 2 makes five, so they do 7 + 3 = 10 + 2 = 12 What do you see? Seven and three What do you see? TEN FRAMES How would we word this problem? And the answer is........ 49 What else can you do/ask? Complement to 10/20. I say seven you say how many more to make 10? What two numbers make ten/twenty? Play Celebrity Heads Re-arrange parts 26 + 5 = 25+5+1= 31 13 + 8 = 10 + 8 +3 (2+1) = 21 You Try: 134 + 7 = 130 + 7 + 3 + 1= 141 OR 134 + 6 + 1 = 141 Mental Strategies for Addition PREREQUISITES Children know their part-part-whole number relations (e.g. 7 is 3 and 4, 5 and 2, 6 and 1 more, 3 less than 10 etc.) Children trust the count and can count on from hidden or given Children have a sense of numbers to 20 and beyond (eg. 10 and 6 more, 16) Model numbers using bundling sticks. What does this mean? How does this happen? Conceptual Place Value - Numbers are presented and discussed in their full value: twenty as twenty or two tens; 21 as twentyone, or twenty and one - Tasks involve increments/decrements in sequence. For example, from 45, ten less is 35, ten less is 25, one less is 24 - Solving tasks involves inquiry or problem solving - Answering tasks might involve using knowledge of the number sequence Level Two Number sequences, increasing and decreasing, by twos, threes, fives and ten from any starting point Working with numbers up to 1000 Use previous strategies to solve problems up to 1000 (using hundreds, tens and ones). Addition using partitioning 125 + 233= 358 Success Criteria: Step 1: partition numbers hundreds (100 + 200) (tens 20 + 30) (ones 5+3) Step 2: add up the hundreds (100+200=300) Step 3: add up the tens ( 20 + 30 = 50) Step 4: add up the ones ( 5+ 3 = 8) Step 5: add all (300+ 50 + 8= 58) Empty Number Line using the Jump Strategy ADDITION PROBLEM: 37 + 45 = SUBTRACTION PROBLEM 42 – 25 = Arrow Cards BUNDLING STICKS 154 Explore the connection between addition and subtraction • 10–9 = 1 • 10-1 = 9 15 + 6 = 21 21 – 6 = 15 Eight is Great – 2+8=10, 8+2=10, 10-8=2, 10-2=8, 10= 8+2, 10= 2+8, 10= ? + 8, ?=8+2 QUESTIONS?