In pairs . You will have a webinar slot with your trainer to talk - - PowerPoint PPT Presentation

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– In pairs …. – You will have a webinar slot with your trainer to talk through a resource or activity you have developed or adapted – It does not have to be completely original, but you have to have made it your own in some way – The activity should be ‘functional’, and cover more than one area of maths (making connections)

– You will have 10 minutes to present the activity

INFORMATION ON PRESENTING AN ACTIVITY OR RESOURCE IN THE FINAL WEBINAR

TEACHING FUNCTIONAL SKILLS MATHEMATICS

WEBINAR 3: NUMBER SKILLS AND NUMBER SENSE

NAME

DATE AND TIME

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Participants will: – Examine the place of whole numbers in the Functional Skills Subject Content – Analyse concepts of ‘number sense’ and relational understanding – Compare and contrast different methods of calculation and the links between them

LEARNING OUTCOMES FOR WEBINAR 3

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https://nrich.maths.org/6499

COUNTDOWN

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Before this webinar you were asked to

• Read: Subject Content for Whole No
• Read: Developing alternative strategies
• Sample: Hexagon Jigsaw (pp 17 – 23)
• Watch: Kentucky Math

THE PRE-WEBINAR TASKS FOR WEBINAR 3

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At what level do learners need to be able to order and compare up to 200? And count to 200? What addition and subtraction skills do learners need at each level?

What multiplication and division skills do learners need at each level?

At what levels do learners need algebra? Make a note of these questions

SUBJECT CONTENT– WHOLE NUMBERS

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In groups, answer the four questions on Whole Number in the Subject Content Ground rules for break out rooms

• 1. Put on your video and introduce yourselves in turn
• 2. Decide on a spokesperson who will feedback
• 3. Make sure all members of the group contribute

EXAMINING THE SUBJECT CONTENT FOR WHOLE NUMBERS

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https://youtu.be/lhxsNXpoCZ8

KENTUCKY MATH

– Make a note of the mistakes made by Ma and Pa – What do you think has led to these mistakes?

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– Instrumental understanding: knowing what to do (i.e. a rule) – Relational understanding: knowing what to do and why

(Skemp, 1976) INSTRUMENTAL AND RELATIONAL UNDERSTANDING

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Learners with number sense: – Understand the relative value of numbers, and can see intuitively when an answer is wrong – Use numbers fluidly and flexibly to add, subtract, multiply or divide – Are happy to break numbers apart and regroup them – Use different strategies to count, calculate or estimate

NUMBER SENSE

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Work this out as a mental calculation: 18 x 5

Use ‘annotate’ to write on the whiteboard how you found the answer For further ideas on number talks, watch this video:

https://www.youtube.com/watch?v=yXNG6GKFhQM

NUMBER TALKS

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– Remembering some basic number facts – Using facts that are known to figure out new facts – Understanding and using relationships between the ‘four rules’ to work out answers and check results – Drawing on a repertoire of mental skills to work out calculations, with some thinking time, e.g. rounding – Approximating calculations to judge whether or not an answer is about the right size – Solving problems, and judging whether answers are reasonable

SKILLS NEEDED FOR MENTAL CALCULATIONS AND NUMBER SENSE

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LINKING THE FOUR RULES

Addition Division Multiplication Subtraction

is the inverse of is the inverse of is repeated is repeated

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– Doubling – Halving – Multiplying by 10, 100, 1000 – Dividing by 10, 100, 1000

USEFUL NUMBER SKILLS …

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Take 5 minutes away from the screen Leave the zoom meeting running but turn on ‘mute’ Remember to unmute yourself when you return

SHORT BREAK

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As a pre-webinar task you were asked to read Developing Alternative Strategies by the NRDC

Quiz

DEVELOPING ALTERNATIVE STRATEGIES

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Examine the 4 different methods of long multiplication. – How does each method work? – Are there connections between the methods? – For each method, identify one advantage and one disadvantage

LONG MULTIPLICATION

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– When would you introduce alternative methods of long multiplication (or division)? – What factors would you need to take into account? – How could you ensure that your learners gained relational understanding of the method (not just instrumental)?

INTRODUCING DIFFERENT METHODS

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How could you use this resource with your learners? You can create your own jigsaw with Tarsia Formulator (see next slide) Pre-created jigsaws can be found online e.g. Mr Barton

HEXAGON JIGSAW

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– Tarsia Formulator:

http://www.mmlsoft.com/index.php/products/tarsia

– Maths4Life Number: http://www.nrdc.org.uk/?p=286 – Bestimation: http://www.nrdc.org.uk/?p=163 – Fluency without Fear: https://www.youcubed.org/fluency-

without-fear/

FURTHER IDEAS AND RESOURCES

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After the webinar, reflect on the session e.g: What did we do that was helpful? What could I apply in my teaching? What could I do differently? Record your reflections in your Reflective Diary and set your self a goal

REFLECTIONS

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Before webinar 4: Complete: Subject Content (F,D,P) Sample: Comparing Fractions Watch: Ratio Tables

REMINDER OF PRE-WEBINAR TASKS

ETFOUNDATION.CO.UK

THANK YOU ANY QUESTIONS?

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