Parent Mathematics Workshop NUMBER WHAT IS TEN TEN

Parent Mathematics Workshop.

NUMBER

WHAT IS TEN? TEN (Targeted Early Numeracy) is a program that explicitly teaches students in K-2 the fundamental skills of addition and subtraction for problem solving. It targets students identified at risk in 5 week cycles by the classroom teacher to improve their ability to add, subtract and recognise numbers in many different learning situations.

WHAT IS TEN? Focus groups have 3 -4 students only in them. Skills and strategies are targeted through intense ten minute sessions every day, using games and strategies that promote success. Students are assessed constantly to ensure appropriate intervention happens.

WHAT IS TEN? The program focuses on Aspect 2 of the Numeracy Continuum, Counting As a Problem Solving Process.

TENS Addition and Subtraction Levels Emergent A child at this level may or may not be able to count from 1 to 10. The child cannot count objects correctly. 1 3 7 4 5 1 2 3 4 5 6 7 8 9 10

TENS Addition and Subtraction Levels Perceptual A child at this level needs to see or touch the groups of objects and counts each object one at a time. 1 2 3 4 5 6 7

TENS Addition and Subtraction Levels Figurative A child at this level can build a picture of objects in his/her head and will count each pictured object one at a time, starting from one 1 2 3 4 5 6 7

TENS Addition and Subtraction Levels Counting on and back A child at this level will keep the greater number in his/her head and count on or back the lesser number. 34 + 7 …. . 34 35 36 37 38 39 40 41

TENS Addition and Subtraction Levels Facile A child at this level counts by numbers other than one, and may use strategies such as the Jump, Split and Compensation. 34 + 7 …. . I know 4 and 6 makes 10 so that’s 40 and 1 which makes 41

Working Mathematically Addition and subtraction Strategies Once a child gets to Year 3 they should be able to or are starting to count by numbers other than one, and use strategies such as the Jump, Split and Compensation. We like to get the students to share their strategies with each other and say how they solved the problem.

Mental Strategies for Addition and Subtraction 6 + 14 = 20 +4 6 +10 10 20 6 + 4 = 10, 10 + 10 = 20 First I added 4 to the 6 to get 10, then I added another 10 and got 20.

Mental Strategies for Addition and Subtraction 63 + 29 = Jump +20 63 +7 83 +2 90 92 63 + 20 = 83, 83 + 7 = 90, 90 + 2 = 92 I kept the 83 whole and split the 29 into 20 and 9. Then I added 20 to 63 and got 83. Then I added 7 because 3 and 7 make a ten and got 90. Then I added the other 2 and got 92.

Mental Strategies for Addition and Subtraction 63 + 29 = Jump +9 + 20 63 83 92 63 + 20 = 83, 83 + 9 = 92 I kept the 63 whole and split the 29 into 20 and 9. Then I added 20 to 63 and got 83. Then I added the 9 and got 92.

Mental Strategies for Addition and Subtraction 63 + 29 = Split +20 60 +3 80 83 +9 92 60 + 20 = 80, 3 + 9 = 12, 80 + 12 = 92 I split the 63 into 60 and 3, and the 29 into 20 and 9. Then I added the 60 and the 20 and got 80. Then I added the 3 and the 9 and got 12. Then I added the 80 and the 12 and got 92.

Mental Strategies for Addition and Subtraction 63 + 29 = Compensation + 30 63 -1 92 93 63 + 30 = 93, 93 – 1 = 92 First I added 30 to 63 because 29 is nearly 30 and it’s easier to add tens. I got 93. Then I had to take one away because 30 is one more than 29 and I got 92.

Addition Algorithm Procedure 63 + 29 92 ¹ We say: 3 plus 9 equals 12, write down the 2 and add one 10. 6 plus 2 equals 8, plus the 1 equals 9.

When solving an algorithm, we treat each digit as a ‘one’, even the ‘tens’! A reliance on the algorithm limits children’s conceptual understanding of mental strategies and place value.

Mental Strategies for Addition and Subtraction 52 – 18 = Number Line: Numbers: Words:

Subtraction Algorithm Procedures Equal Addends 5¹ 2 - ¹ 1 8 34 We say: 2 minus 8 you can’t do so we add a ten to the ones column in the top number and a ten to the tens column in the bottom number. Now my 2 is 12. 12 minus 8 you can do. It leaves 4. Write down the 4. 5 minus 2 equals 3. Write down the 3.

Subtraction Algorithm Procedures Decomposition 4 5¹ 2 -18 34 We say: 2 minus 8 you can’t do so we get a ten from the tens column. Now my 2 is 12. 12 minus 8 you can do. It leaves 4. Write down the 4. 4 minus 1 equals 3. Write down the 3.

Subtraction Algorithm Procedures: Decomposition with Zeros We say: 0 minus 3 you can’t do. So I need to get a ten from the tens column but there aren’t any. So I need to get a hundred from the hundreds column to give to the tens column but there aren’t any. So I can get a thousand from the thousands column to give to the hundreds column. That leaves 7 in thousands column and 10 in the hundreds column. I give one hundred to the tens column. That leaves 9 in the hundreds column and 10 in the tens column. NOW I can give a ten from the tens column to the ones column …. . 9 1 8000 - 6 73 73 2 7 7 1 10 -3=7, 9 -7=2, 9 -6=3, 7 -0=7 …. Oh forget it! Let’s just use the compensation strategy …….

Subtraction Algorithm Procedures: Compensation Change the 8000 into 7999 + 1. 7999 - 673 7326 + 1 = 7327

What is Multiplication? joining equal groups together to see how many altogether. repeated addition What is Division? splitting / sharing a group into smaller equal groups. repeated subtraction Multiplication and Division are inverse operations.

The Language of Multiplication and Division X ÷ multiply equal groups times multiples factors equal rows array double, triple product divide equal share equal groups equal parts quotient remainder equal rows array fraction percentage

Multiplication Strategies In the early years students will use objects to make groups or arrays to understand what multiplication and division really is and the process. 4 groups of 3 is…. . Or 4 X 3 =

Multiplication Strategies A child may use known facts or doubles. 8 x 7= 2 x 7 = 14, 2 x 14 = 28, 2 x 28 = 56 4 x 7 = 28, so 8 x 7 = 56 I know 7 x 7 = 49, so 7 x 8 = 56

Mental Strategies: Multiplication and Division 26 x 4 = Repeated Addition +26 0 +26 26 +26 52 +26 78 104 26 + 26 = 52, 52 + 26 = 78, 78 + 26 = 104 I added 26 and got 52. Then I added another 26 and got 78. Then I added the 4 th 26 and got 104.

Mental Strategies: Multiplication and Division 26 x 4 = Doubling Double 26 0 26 Double 52 52 Double 26 = 52. Double 52 = 104 I doubled 26 and got 52. Then I knew I needed another 2 26 s which I knew was another 52 so I doubled 52 and got 104

Mental Strategies: Multiplication and Division 26 x 4 = Compensation Strategy 4 x 25 0 104 4 x 25 = 100, 100 + 4 = 104 I knew that 25 times 4 is 100. Then I needed 1 more 4 to make 26 4 s. So 100 plus 4 made 104.

Mental Strategies: Multiplication and Division 26 x 4 = Split Strategy 4 x 20 0 4 x 6 80 104 4 x 20 = 80, 4 x 6 = 24 then 80 + 24 = 104 I knew that 26 was made of 20 plus 6 20 times 4 is 80 6 times 4 is 24. 80 plus 24 is 104

The Multiplication Algorithm: Extended Form 26 X 4 24 80 10 4 We say: 4 times 6 equals 24, write down the 24. We write a zero in the ones column. Then we say 4 times 2 equals 8, and write it in the tens column. We then add 4 and 0 to equal 4 and 2 and 8 to equal 10.

The Multiplication Algorithm: Contracted Form We say: 4 times 6 equals 24, ² 26 write down the 4. X 4 and carry the 2. 4 times 2 equals 8, 10 4 plus the 2 equals 10. Write down the 10. When solving an algorithm, we treat each digit as a ‘one’, even the ‘tens’ and ‘hundreds’!

The Multiplication Algorithm: Extended Form - 2 digits by 2 digits. 46 X 24 18 4 920 11 0 4 1 2 1 4 times 6 equals 24, write down the 4 and carry the 2. 4 times 4 equals 16, plus the 2 equals 18. Write down the 18. We write a zero in the ones column. Then we say 2 times 6 equals 12, write down the 2 and carry the 1. 2 times 4 equals 8, plus the 1 equals 9. Write down the 9. We then add 4 plus 0 equals 4. 8 plus 2 equals 10, write down the 0 and carry the 1. 1 plus 9 equals 10, plus the 1 we carried equals 11.

Mental Strategies for Multiplication and Division 104 ÷ 4 = Repeated Subtraction -26 0 -26 26 -26 52 -26 78 104 Repeatedly subtracting 4 from 104 is inefficient – students mix with other strategies such as: 104 – 26 = 78, 78 – 26 = 52, 52 – 26 = 26, 26 – 26 = 0. I knew 25 x 4 was 100 so 26 x 4 was going to be 104. I demonstrated on a number line by keeping on subtracting 26.

Mental Strategies for Multiplication and Division 104 ÷ 4 = Halving Halve 52 0 26 Halve 104 52 104 Halve 104 = 52. Halve 52 = 26. I halved 104 and got 52. Then I knew I needed to halve again because dividing by 4 is like finding a quarter and a quarter is half of a half. So I halved 52 and got 26.

Mental Strategies for Multiplication and Division 104 ÷ 4 = Compensation Strategy 100 ÷ 4 = 25 0 25 50 -4 75 100 104 100 - 4 = 100, 100 ÷ 4 = 25, 4 ÷ 4 = 1, 25 + 1 = 26 I took 4 away from 104 and got 100. Then I did 100 ÷ 4 = 25. I still had the 4 that I took away and 4 ÷ 4 is 1, I added the 1 to the 25 and it was 26. Mental strategies increases children’s conceptual understanding of multiplication, division and place value.

The Division Algorithm 0 2 6 4 )1 0 4 2 4 into 1 goes 0 times, write down the 0. 4 into 10 goes 2. Write down the 2 above the 10. 2 x 4 = 8 so there are 2 left over, write it in front of the 4. 4 into 24 goes 6, write 6 above the 4. When solving an algorithm, we treat each digit as a ‘one’, even the ‘tens’ and ‘hundreds’! A reliance on the algorithm limits children’s conceptual understanding of division and place value.

The Division Algorithm 0 2 4 )1 0 -8 2 -2 6 4 4 4 0 4 into 1 goes 0 times, write down the 0 4 into 10 goes 2. Write down the 2. Check that division fact using multiplication: 2 x 4 = 8. Write down the 8 below the 10. Subtract the 8 to find the remainder: 10 – 8 = 2. Write it below the 8. Bring down the next number which is 4. 4 into 24 goes 6. Write 6 above the 4. Check that division fact using multiplication: 6 x 4 = 24. Write it below the other 24. Subtract the 24 to find the remainder: 24 – 24 = 0.

MEASUREMENT AND SPACE AND GEOMETRY

Informal to formal units Students start with informal units and comparison before moving on to formal units. Students don’t start with formal units until the end of year 2 or into year 3. Students should not use informal units if they have not understood the concepts for measuring with informal units.

A rectangle shape is not a good shape to measure area because it may be arranged in more than one way eg vertically or horizontally. This makes consistent measurement difficult.

The pattern made when measuring area with squares is an array. This is the same as the array children use in multiplication and division and fractions. The array structure provides the understanding for rectangular area to be calculated using multiplication.

1 row of 12 12 cm x 1 cm 3 rows of 4 3 cm x 4 cm 2 rows of 6 2 cm x 6 cm ½ cm x 24 cm 4 rows of 3 4 cm x 3 cm 6 rows of 2 6 cm x 2 cm 12 rows of 1 12 cm x 1 cm

Rectangular Prism 6 sides, opposite faces equal, 8 vertices, all vertices equal Cube 6 sides, all faces equal, 8 vertices, all vertices equal

The volume of the rectangular prism with 1 layer is ____ cubic centimetres. The volume of the rectangular prism with 3 layers is ____ cubic centimetres. The volume of the rectangular prism with 2 layers is ____ cubic centimetres. The volume of the rectangular prism with 4 layers is ____ cubic centimetres.

THANKYOU Are there any questions?