Nt1310 Unit 2 Assignment

2201 Words5 Pages

In this essay, I will be exploring different ways on how ‘addition’ can be taught in Year 2 and how they link to the National Curriculum; looking at the best mental approaches that a child should take. I will then progress by exploring a particular calculation in extra detail, evaluating ways to teach how to solve the problem and use ‘manipulatives’ to support it. ‘Addition’ is the first operation that children learn from a young age and mastering it, is the first step toward the long-lasting appreciation of mathematics. Children in Early Years Foundation Stage (EYFS) do not need to memorise complex additions in order to become confident in dealing with basic ones. They need to practice counting such as ‘Counting On’, ‘Doubling’, learning …show more content…

This method requires using the next multiples of 10 as a bridge to help move on from one set of number to the next 10. The key to this is to know how much more is needed to round it to the nearest 10 or compliments to 10. So, the nearest multiples of 10 to 36 is 40 and to reach 40 (secure knowledge on place value structures, number fact and multiples of 10) we need to add 4 more. In order to get 4, we need to split the number 5 into 4 and 1 (36 + 5 → 36 + 4 + 1) and take the 4 and add to the number 36 giving a total number of 40 (multiples of 10). Finally, the remaining number 1 is added to 40, to give the total amount of …show more content…

An appropriate mental method would be to partition both numbers into tens and ones and then adding them together according to their place value. This strategy requires a strong understanding of place value and encourages to split larger numbers into smaller units so they are easier to work with. First of all, I would change the calculation; 28 into ‘20 + 8’ and 13 into ‘10 + 3’. Now, I would add the tens together: ‘20 + 10 = 30’ and then add the ones together: ‘8 + 3 = 11’, which gives a calculation of ‘30 + 11’. The 11 can also be split into tens and ones (11 → 10 + 1). Once this is complete, I can add the tens (30 + 10 = 40) and then add the ones (40 + 1) to give a total of 41. The purpose of using this method is to encourage children to use the ‘jotting’ (informal) process to visualise mental mathematics and to work out larers number in their practise heads before moving onto addition written calculations in

Douglas H. Clements Subitizing
851 Words | 2 Pages
Prekindergarten instructional games and activities can be used to increase the students understanding of number invariance. Using dice games, rectangular arrays, and number puzzles would be an effective method of presenting subitizing to this grade level. In addition to visual pattern, these young students would benefit from auditory and kinesthetic patterns as well.
Read More
Content Analysis of Student Learning
1368 Words | 3 Pages
For most people who have ridden the roller coaster of primary education, subtracting twenty-three from seventy is a piece of cake. In fact, we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as she verbalizes her confusion, getting different answers using different methods. After watching Gretchen pry for a final solution and coming up uncertain, we can gain a much deeper understanding for how the concept of subtraction first develops and the discrepancies that can arise as a child searches for what is correct way and what is not.
Read More
Nt1310 Unit 2 Assignment
973 Words | 2 Pages
Growing up, like any normal child, I had to follow certain rules set by my parents. Both of my parents are very resourceful and economical, and as a result, food is never wasted in our household. From a young age, my sister and I have been taught to take onto our plates only what we can finish; if we fail to do so, we are scolded without fail with one variation or another of the “think about the poor children in Africa who have nowhere near as much food as you do” lecture. My mom always tries to use as many parts of our food as she can, not very much unlike how the Native Americans used every single part of their meat in order to honor the revered spirits of the animals they hunted; when we have watermelon, instead of throwing away the tasteless
Read More
Eight Mathematical Practice Standards
163 Words | 1 Pages
When a child is first learning to add, they must understand the basic math concepts. The child would either draw pictures to help understand the concept, for example, when I learning fen I would draw out the pieces. The child would ask themselves questions or ask the teacher for help. Learning to add and subtract requires thinking and reasoning which does not allow for an easy solution, for example, what step is next? It
Read More
Procedural Lessons: Children and Mathematics
1452 Words | 3 Pages
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
Read More
Reflection For Counting Crocodiles
1059 Words | 3 Pages
In the book, Clever Cyote does three rounding problems. For the first two, I will walk students through the steps that Clever Cyoteis taking (Twenty-one is closer to twenty than thirty, because the number in the ones place is less than five. Seventeen is closer to twenty than ten because the number in the ones place is five or greater, etc.). At the end of the second problem, I will take a time-out to make sure that all of my students are on board, and will try to clear up any confusion. When Clever Cyotee gets to his third rounding problem, I will have the students attempt to round the four numbers (twenty-four, eighteen, twenty-five and twelve) on their own, then add up those numbers before revealing the answer that Clever Cyotee got. The students should have gotten eighty as their rounded
Read More
Arithmetic And Algebra Chapter Summaries
527 Words | 2 Pages
Chapter Fourteen, Algebraic Thinking, Equations, and Functions, begins with defining the big ideas of algebraic and functional thinking. Each big idea is taught by combining objects and mathematical situations and the connection between the two. Algebraic and Functional thinking are taught as early as Kindergarten, where the teacher connects the mathematical situations to real world problems. Algebra is a broad concept; however, if we look at the number system, patterns, and the mathematical model we can make it explicit and connect it to arithmetic. This chapter highlights three major ways to incorporate arithmetic and algebra in the classroom: number combinations, place-value relationships, and algorithms. In each category, there are subcategories that feature properties. It continues to spotlight how to understand, apply, and use the properties presented. Furthermore, the chapter discussed the variety of patterns and functions. Student who make observations are able to understand patterns. Repeating and Growing patterns are the types of patterns seen in a classroom during mathematics. In addition, within these patterns you’ll see are recursive patterns,
Read More
London's Highly-Developed Academic Fluency Skills
501 Words | 2 Pages
Although adequately developed, there are significant inconsistencies primarily between her math facts fluency and all others. She can adequately solve mathematical problems ranging from simple addition to complex calculus, demonstrating her ability to apply mathematical knowledge to complete mathematical computations. Notably, she was able to solve problems involving simple addition, subtraction, and multiplication. As the math problems become more difficult, she was less automatic primarily with multiplication and division problems. She is also able to analyze and solve practical math problems presented verbally, demonstrating the ability to apply quantitative reasoning and acquired mathematical knowledge. However, her ability to solve simple fundamental problems using addition, subtraction, and multiplication while under time constraints is significantly more developed. Overall, London’s mathematical fluency, problem-solving, and reasoning skills demonstrate an adequate mathematical
Read More
Strategies to Solve Addition and Subtraction
1124 Words | 3 Pages
Counting all is the base that serves as the foundation for the development of the other strategies. Count all introduces students in Kindergarten to the concept of creating a total by counting all the numbers once the two amounts have been represented by a drawing or fingers (Common Core Standards Writing Team, 2011). Simultaneously, the count on strategy draws from the knowledge acquire as the student progress on the count all method. For this approach, students learn to determine the total of the two addends by counting on from any of the addends. Lastly, students can use a recomposing strategy. The recomposing strategy encourages students to discover the sum by creating sets of numbers that equal the original digit, but are easier to manage. For instance, creating doubles or tens out of odd numbers.
Read More
Place Value Misconceptions
948 Words | 2 Pages
Countless time teachers encounter students that struggle with mathematical concepts trough elementary grades. Often, the struggle stems from the inability to comprehend the mathematical concept of place value. “Understanding our place value system is an essential foundation for all computations with whole numbers” (Burns, 2010, p. 20). Students that recognize the composition of the numbers have more flexibility in mathematical computation. “Not only does the base-ten system allow us to express arbitrarily large numbers and arbitrarily small numbers, but it also enables us to quickly compare numbers and assess the ballpark size of a number” (Beckmann, 2014a, p. 1). Addressing student misconceptions should be part of every lesson. If a student perpetuates place value misconceptions they will not be able to fully recognize and explain other mathematical ideas. In this paper, I will analyze some misconceptions relating place value and suggest some strategies to help students understand the concept of place value.
Read More
Mathematics in the Primary School
1687 Words | 4 Pages
Skemp, R (2002). Mathematics in the Primary School. 2nd ed. London: Taylor and Francis .
Read More
Mathematics in Early Childhood Learning
2147 Words | 5 Pages
I believe that learning mathematics in the early childhood environment encourages and promotes yet another perspective for children to establish and build upon their developing views and ideals about the world. Despite this belief, prior to undertaking this topic, I had very little understanding of how to recognise and encourage mathematical activities to children less than four years, aside from ‘basic’ number sense (such as counting) and spatial sense (like displaying knowledge of 2-D shapes) (MacMillan 2002). Despite enjoying mathematical activities during my early years at a Montessori primary school, like the participants within Holm & Kajander’s (2012) study, I have since developed a rather apprehensive attitude towards mathematics, and consequently, feel concerned about encouraging and implementing adequate mathematical learning experiences to children within the early childhood environment.
Read More
Differences Between Numeracy And Mathematics
707 Words | 2 Pages
While numeracy and mathematics are often linked together in similar concepts, they are very different from one another. Mathematics is often the abstract use of numbers, letters in a functional way. While numeracy is basically the concept of applying mathematics in the real world and identifying when and where we are using mathematics. However, even though they do have differences there can be a similarity found, in the primary school mathematics curriculum (Siemon et al, 2015, p.172). Which are the skills we use to understand our number systems, and how numeracy includes the disposition think mathematically.
Read More
Learning Theories for Mathematical Concepts
1354 Words | 3 Pages
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
Read More
Numeracy Essay
1596 Words | 4 Pages
The prominence of numeracy is extremely evident in daily life and as teachers it is important to provide quality assistance to students with regards to the development of a child's numeracy skills. High-level numeracy ability does not exclusively signify an extensive view of complex mathematics, its meaning refers to using constructive mathematical ideas to “...make sense of the world.” (NSW Government, 2011). A high-level of numeracy is evident in our abilities to effectively draw upon mathematical ideas and critically evaluate it's use in real-life situations, such as finances, time management, building construction and food preparation, just to name a few (NSW Government, 2011). Effective teachings of numeracy in the 21st century has become a major topic of debate in recent years. The debate usually streams from parents desires for their child to succeed in school and not fall behind. Regardless of socio-economic background, parents want success for their children to prepare them for life in society and work (Groundwater-Smith, 2009). A student who only presents an extremely basic understanding of numeracy, such as small number counting and limited spatial and time awareness, is at risk of falling behind in the increasingly competitive and technologically focused job market of the 21st Century (Huetinck & Munshin, 2008). In the last decade, the Australian curriculum has witness an influx of new digital tools to assist mathematical teaching and learning. The common calculator, which is becoming increasing cheap and readily available, and its usage within the primary school curriculum is often put at the forefront of this debate (Groves, 1994). The argument against the usage of the calculator suggests that it makes students lazy ...
Read More

Open Document

Wait a second!

Nt1310 Unit 2 Assignment

Douglas H. Clements Subitizing

Content Analysis of Student Learning