We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byKatelyn McCarthy
Modified over 2 years ago
PPT-EN-04 - © Crown copyright 2010 Slide 1 Primary mathematics: support for subject knowledge Unit 1: Teaching division in Years 1, 2 and 3
PPT-EN-04 - © Crown copyright 2010 In this unit you will: consider how to secure children's understanding of division review the use of models, images and language in the teaching of division review progression in division up to the end of Year 3 consider how children can be helped to learn division facts. Slide 2
PPT-EN-04 - © Crown copyright 2010 Discussion point 1 Think of three different 'stories' that involve different interpretations of this division calculation. 12 ÷ 2 Slide 3
PPT-EN-04 - © Crown copyright 2010 Possible interpretations of 12 ÷ 2 Equal sharing of 12 between 2, for example Share 12 sweets equally between two children. Finding one-half of 12, for example Joe spends half of £12. How much does he spend? Grouping 12 into twos, for example, How many 2p coins make 12p? Grouping includes: -counting forwards in twos from 0 to 12, or repeatedly adding twos to reach 12 -counting back in twos from 12 to 0, or repeatedly subtracting 2 from 12. Slide 4
PPT-EN-04 - © Crown copyright 2010 Discussion point 2 What different ways are there to read this calculation? 12 ÷ 2 12 divided by 2 12 divided into 2 equal parts 12 shared equally between 2. It is sometimes helpful to interpret '12 divided by 2 as 'How many twos make 12?' Slide 5
PPT-EN-04 - © Crown copyright 2010 The language of division The use of divided by teaches children that, as with addition, subtraction and multiplication: –the structure and language of calculation follow a consistent pattern –the structure and language have an associated image that supports the method of calculation. Slide 6
PPT-EN-04 - © Crown copyright 2010 Discussion point 3 What images could you use to help secure a childs understanding of this calculation? 12 ÷ 2 Slide 7
PPT-EN-04 - © Crown copyright 2010 Models of division for 12 ÷ 2 Sharing between two or finding ½ Slide 8
PPT-EN-04 - © Crown copyright 2010 Models of division for 12 ÷ 2 Grouping into twos Counting forwards (or backwards) in twos Slide 9
PPT-EN-04 - © Crown copyright 2010 Models of division for 12 ÷ 2 Repeatedly subtracting 2 from 12 Deriving from knowledge of multiplication facts Slide – 2 = 10 6 – 2 = 4 10 – 2 = 8 4 – 2 = 2 8 – 2 = 6 2 – 2 = = 1212 ÷ 2 = = 1212 ÷ 6 = 2
PPT-EN-04 - © Crown copyright 2010 Models of division for 12 ÷ 2 Sharing or finding ½ Grouping How many in one column?How many rows are there? Slide 11
PPT-EN-04 - © Crown copyright 2010 Sharing secures understanding of halving and one-to-one correspondence between objects requires little knowledge or skill beyond counting as the divisor increases: –becomes difficult to visualise –becomes inefficient, for example try sharing 63 between 9, counting out one for you, one for you) provides no image to support later understanding of how to represent a remainder as a fraction of the divisor. Slide 12
PPT-EN-04 - © Crown copyright 2010 Grouping secures understanding that the divisor is important in the calculation links to counting in equal steps on a number line requires sound knowledge of addition and subtraction facts provides an image to support understanding of what to do with remainders is more efficient as the divisor increases provides a firmer basis on which to build children's understanding of division. Slide 13
PPT-EN-04 - © Crown copyright 2010 Discussion point 5 In your school, in which year groups do children learn to derive and recall multiplication facts quickly? In which year groups do children learn to derive the division facts for a given times table so that they can recall them nearly as quickly as they can recall multiplication facts? Slide 14
PPT-EN-04 - © Crown copyright 2010 Discussion point 5 The expectations in the Primary Framework for mathematics are: Year 2: derive and recall multiplication facts for the 2, 5 and 10 times tables and the related division facts Year 3: derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times tables and the corresponding division facts Year 4: derive and recall multiplication facts up to and the corresponding division facts Year 5: recall quickly multiplication facts up to and derive quickly corresponding division facts. How do you help children to recall these facts quickly? Slide 15
PPT-EN-04 - © Crown copyright 2010 Supporting the learning of division facts Using a number line Using a horizontal counting stick Slide 16
PPT-EN-04 - © Crown copyright 2010 Supporting the learning of division facts Using a vertical counting stick Slide 17
PPT-EN-04 - © Crown copyright 2010 Supporting the learning of division facts Using a number dial Slide 18 6
PPT-EN-04 - © Crown copyright 2010 Supporting the learning of division facts Using tables trios I am thinking of a tables trio. Two of the numbers are 48 and 6. What is the third number? One of the numbers is 56. What could the other two numbers be? What are the four facts associated with this trio? Slide ?56 ??27 93
PPT-EN-04 - © Crown copyright 2010 Discussion point 6 Apart from learning division facts, what other knowledge and understanding of division are children expected to have by the end of Year 2? What is the expected progression across Year 3? Slide 20
PPT-EN-04 - © Crown copyright 2010 Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Web: The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. Slide 21
© Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010.
© Crown copyright PPT-EN-01 Workshop 1 Narrowing gaps – setting the scene.
© Crown copyright 2009 Target setting for 2011 Data slides for Key Stage 2–4 progress target setting PPT-EN-02.
© Crown copyright 2009 Yorkshire & Humber ICT consultants network Narrowing the Gap Michael Hawkins Regional Adviser NtG 22 nd October 2009.
Division Leicestershire Numeracy Team Division.
© Crown copyright PPT-EN-01 Challenging the stereotype.
© Crown copyright PPT-EN-03 Workshop 2S (Secondary) Using RAISEonline to examine attainment data.
This evening we will… Outline the structure of a typical maths lesson Show how maths strategies develop across key stage 1 Show you the schools calculations.
South Farnham School + - x . Written methods of calculations are based on mental strategies. Each of the four operations builds on mental skills which.
© Crown copyright PPT-EN-01 Information slides Gypsy, Roma and Traveller pupils.
© Crown copyright 2005 Science subject leaders meetings: Teaching and Learning of How science works.
© Crown Copyright 2004 Primary National Strategy The importance of emotions in the classroom, at home, in fact, everywhere! Liz and Louises version of…….
GRADE 1 Curriculum Work Group. Agenda Present the pacing calendar Unit 1 Review unit plan document Work groups Essential Resource List for Grade 1.
Calculation Progression Ysgol Llangatwg. Purpose of the Meeting 1.To make parents aware of the requirements of the Foundation Phase and the National Curriculum.
KINDERGARTEN Curriculum Work Group. Agenda Review of the pacing calendar Reflecting on Units 1 – 5 Unit 6 Review the unit plan document Work Groups Unit.
L.O.1 To be able to derive quickly division facts corresponding to tables up to 10x10.
Transforming lives through learning Scottish Survey of Literacy & Numeracy Support Material First Level – Fractions Produced by Education Scotland Transforming.
Factors, Primes & Composite Numbers by Monica Yuskaitis.
Algebra I Unit 1: Solving Equations in One Variable.
Year 5 Term 3 Unit 6b Day 1. L.O.1 To be able to recall multiplication facts and derive division facts from the six times table.
Promoting Improvement ITE Thematic dissemination conference: Primary mathematics 5 November 2013 Jane Jones HMI, National Lead for Mathematics Mark Williams.
An overview of assessing pupils progress Nothing new?
Factors, Prime Numbers & Composite Numbers by Carol Edelstein.
Whats In the Box? (Creative Techniques for Teaching Those Difficult Common Core State Standards) 2013 Making Connections Conference MS Gulf Coast Coliseum.
L.O.1 To be able to count in steps of equal size..
Helping your child with Maths In Year 1. Helping your child with Maths Try to make maths as much fun as possible - games, puzzles and jigsaws are a great.
Virginia Birch MFNERC Numeracy Specialist Overview Mental Math… what is it? Grade 1 to 3 Strategies Indicators from the Provincial Report Card.
2008 May 29Fractions: Grades 3-5: slide 1 Welcome Welcome to content professional development sessions for Grades 3-5. The focus is Fractions. Fractions.
1 Welcome to Module 7 Assessment and Evaluation. 2 Getting Started “From their earliest school experience, students draw life- shaping conclusions about.
© Crown copyright PPT-EN-01 Achievement for All (AfA) Strand 2 Training The Structured Conversation.
© 2016 SlidePlayer.com Inc. All rights reserved.