Embedded Files
Some excellent Mathematics activities can be found at Rob Vingerhoets website: http://robvingerhoets.com.au/
The activities below focus on Place Value. Place Value is critical in building mathematical understanding.
It is being aware that 10 is ten 1s and 8 can be 6 and 2 and 4 and 4. Place Value is knowing that the 4 in 147 represents 40.
In foundation, we really want to build the children's understanding of numbers up to 10, then moving up to 20. The longer we stay in these numbers, the stronger the students' mathematical skills are likely to be, as they move up the school. Going higher earlier tends to focus on rote counting skills, which are important but at Foundation level, these activities should be based on 1-20.
In Year One and Two we are moving up to 100 and then to 1000. From Year Three and Four this is consolidated and then moving beyond 1000. In Year Five and Year Six we move backwards, into the numbers between 0 and 1, ie; decimal numbers. The activities below can be adjusted to many numbers. Remember, just like we grow at different rates, and end up different heights, our math skills also may grow at different rates. So start with numbers that are comfortable, then grow slowly into numbers that may be unfamiliar.
Place-Value-Activities-1-2-NA.pdfIMG_0048.MOV.mp4In this lesson, Miss Fuentes explore the equals sign. This video is more aimed at our upper levels of primary. One thing to note here, is that we often use the equals sign without understanding what it means.
The seesaw analogy is useful. We need to make it balance.
It is good to show students several examples of problems that are not the 'normal' way of writing equations (10 + 4 = 14). We can show them that this is also true: (10 + 4 = 7 + 7) or (13 = 7 + 6). You may get a strange look, but it is mathematically correct.
Thanks Miss Fuentes.
Whiteboard 12.mp4In this series of lessons, we explore the mental computation strategy of doubles.
This lesson is designed in three parts and should not be viewed as one lesson. The key here is progression. Allow the students to practice and master single digit doubles, before moving onto two digits. Again mastery is required for this, before moving onto multiplication. The multiplication link requires students to have a good grasp of place value, therefore rushing to get there can actually hinder the learning.
Doubling numbers is an important mental computation tool. This video explores the link with multiplication, not just 2 X tables either. A solid understanding of doubles will assist 4 X, 8 X and when working on halving numbers.
In this video we discuss spaced practice. Doing 10 problems over 5 days, (not necessarily consecutive days either), is more effective for learning than 50 problems in one day.
Page updated
Report abuse