INFORMATION ON PRESENTING AN ACTIVITY OR RESOURCE IN THE FINAL WEBINAR – 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 EDUCATION AND TRAINING FOUNDATION 1
TEACHING FUNCTIONAL SKILLS MATHEMATICS WEBINAR 3: NUMBER SKILLS AND NUMBER SENSE NAME DATE AND TIME
LEARNING OUTCOMES FOR WEBINAR 3 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 EDUCATION AND TRAINING FOUNDATION 3
COUNTDOWN https://nrich.maths.org/6499 EDUCATION AND TRAINING FOUNDATION 4
THE PRE-WEBINAR TASKS FOR WEBINAR 3 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 EDUCATION AND TRAINING FOUNDATION 5
SUBJECT CONTENT– WHOLE NUMBERS 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 EDUCATION AND TRAINING FOUNDATION 6
EXAMINING THE SUBJECT CONTENT FOR WHOLE NUMBERS 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 EDUCATION AND TRAINING FOUNDATION 7
KENTUCKY MATH – Make a note of the mistakes made by Ma and Pa – What do you think has led to these mistakes? https://youtu.be/lhxsNXpoCZ8 EDUCATION AND TRAINING FOUNDATION 8
INSTRUMENTAL AND RELATIONAL UNDERSTANDING – Instrumental understanding: knowing what to do (i.e. a rule) – Relational understanding: knowing what to do and why (Skemp, 1976) EDUCATION AND TRAINING FOUNDATION 9
NUMBER SENSE 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 EDUCATION AND TRAINING FOUNDATION 10
NUMBER TALKS 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 EDUCATION AND TRAINING FOUNDATION 11
SKILLS NEEDED FOR MENTAL CALCULATIONS AND NUMBER SENSE – 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 EDUCATION AND TRAINING FOUNDATION 12
LINKING THE FOUR RULES Addition Subtraction is the inverse of is repeated is repeated is the inverse of Multiplication Division EDUCATION AND TRAINING FOUNDATION 13
USEFUL NUMBER SKILLS … – Doubling – Halving – Multiplying by 10, 100, 1000 – Dividing by 10, 100, 1000 EDUCATION AND TRAINING FOUNDATION 14
SHORT BREAK Take 5 minutes away from the screen Leave the zoom meeting running but turn on ‘mute’ Remember to unmute yourself when you return EDUCATION AND TRAINING FOUNDATION 15
DEVELOPING ALTERNATIVE STRATEGIES As a pre-webinar task you were asked to read Developing Alternative Strategies by the NRDC Quiz EDUCATION AND TRAINING FOUNDATION 16
LONG MULTIPLICATION 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 EDUCATION AND TRAINING FOUNDATION 17
INTRODUCING DIFFERENT METHODS – 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)? EDUCATION AND TRAINING FOUNDATION 18
HEXAGON JIGSAW 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 EDUCATION AND TRAINING FOUNDATION 19
FURTHER IDEAS AND RESOURCES – 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/ EDUCATION AND TRAINING FOUNDATION 20
REFLECTIONS 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 EDUCATION AND TRAINING FOUNDATION 21
REMINDER OF PRE-WEBINAR TASKS Before webinar 4: Complete: Subject Content (F,D,P) Sample: Comparing Fractions Watch: Ratio Tables EDUCATION AND TRAINING FOUNDATION 22
NAME EMAIL ETFOUNDATION.CO.UK THANK YOU ANY QUESTIONS?
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