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 developed using the Squeezie Box?

Objectives:

• Revise the Strategy framework stages.

• Understand the teaching model.

• Explore problem progressions, equipment and activities used to teach addition & subtraction strategies.

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?

these?

7 + 9 =

How would a child at stage 3, 4 or 5 solve this problem?

Hw would you solve these?

42 - 7 =

How would a child at stage 4 or 5 solve this problem?

How would you solve these?How would a child at stage 6 or

7 solve this problem?

92 - 39 =

Place Value

?385 - 99

478 - 56

1002 - 987

So, which strategy is best?

It depends on what the question is!!!!!!

Using Number Properties

Using Imaging

Using Materials

New Knowledge & Strategies

Existing Knowledge & Strategies

Using Materials

The Teaching Model:

Hands Tens frames

Abacus Place Value Material

Number Lines

37 87 90

+ 50+ 3

1010

1223

Using Materials and Imaging:

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.

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?

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?

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.

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

Keeping a record

• How and where do you currently record what the children do/think?

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.

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.

What to teach

• Planning sheets are available on

www.nzmaths.co.nz

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

Components of a strategy teaching lesson:

Using Number Properties

Using Imaging

Using Materials

New Knowledge & Strategies

Existing Knowledge & Strategies

Using Materials

The Teaching Model:

Strategy Lesson Examples….

Book 5, page 27. Subtraction in Parts

Book 5, page 53. Average Ability

In your thinking groups….

• What have you learnt today?

• What activity has helped your learning?

• What do you need clarifying?

Thank you…. See you next time!

Tuesday, 2nd NovemberMultiplication & Division