We kicked off looking at children's answers to multiplication and division questions and matching them up with the stages the children were at. I find this very beneficial especially when clarifying what stage a child is actually thinking at. It also highlights how much analysis needs to be done before you're clear about a child's maths stage. It isn't just about doing the test and getting an answer.
Nikki passed on a reading for us to do at the last meeting and we spent some time reflecting on what this reading was telling us.
Looking at fractions
- Difference between half of a shape and half of a set of objects
- Set of objects is more difficult for students to understand. We need to ensure we are working with students to ensure they understand both of these aspect
- Multiple opportunities
- students need frequent exposure to fractions
- students won't pick up fractions instantly, they need time and many different experiences to be able to understand these concepts
- Don't have to start with whole and then move to half
- Start with the half and ask what does the whole look like?
- include fractions of sets not just shapes
- When talking about fractions students need to relate to the whole for example
- one half of an orange instead of just one half
- it is never one out of or one out of two
- always encourage students to thin about the whole
- Use words and numbers
- start with words first
- move on to using words and fraction symbols so students can always refer to the word
- Stage 3
- Focusing on halves
- Manipulating halves of sets and shapes
- Stage 4
- Starting to look at quarters
- 'We're going to share it out with 4 people'
- adding in division to help to describe fraction problems
- being careful with thirds especially when asking students to divide circles into thirds, very difficult for them to do accurately
- Stage 5
- much more complex fraction thinking
- very important students know what a whole is as they won't be able to function at this stage if they don't understand the fraction relationship to a whole
- again very important to give a variety of different experiences to ensure students have understanding