By Alice Hansen; Dawsonera
The purchase of topic wisdom, and the way to translate this into potent instructing is an incredible predicament for lots of on preliminary instructor education classes. This publication extends trainees' wisdom of arithmetic in a fashion which permits them to take advantage of it extra actively in making plans and enforcing lessons.
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Additional resources for Primary mathematics : extending knowledge in practice
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Mental calculation facts. What skills are required to calculate mentally? How can clear progression be used to support a mixed-attainment class? How can I develop my subject knowledge through designing tasks? This case study shows how a student teacher prepares to teach a mixed-attainment Key Stage 2 class halving and doubling. 3. Written methods. When should written methods be introduced to children? How should they be introduced? How can children undertake calculations with understanding? What written methods should be used?
Multiplying and dividing by multiples of ten There are a large number of teaching resources available that tell us when multiplying 85 by 100, place two zeros after 85 (Schlessinger Media, 2004) or to just move the decimal point one place to the right for each factor of ten (Fisher, 2004). 500, which is incorrect. The latter, while perhaps avoiding an incorrect outcome, does not explain with any meaning and reference to place value why this procedure works. Read more about the place value system in Chapter 2.
3. The multiplication facts. Why is knowledge of the addition, subtraction, multiplication and division facts essential to mental and written calculation? How might children learn the multiplication facts? How does the exploration of pattern within the multiplication facts help children to learn them? This includes a Year 4 case study about children exploring the digital roots of the multiples of the nine times table. 4. Rounding. What are the purposes of rounding? How does context support introducing the concept of rounding to children?