New Concept
Fundamentally different way of thinking sees adding as different from counting, multiplying
Children growing embryonic thinking into multiplicative thinking
Sees doubles as two sets at one time.
If a major mind shift is to happen:
- there is a need to clarify our objectives
- deliberate activity is needed
- attention to language is crucial
Multiplicative is not adding it is quantitative.
You can cannot go from skip counting at year 2 to mult-div at stage 4.
Repetition of count
- two possible referents
- two counts are happening
- there is a natural packaging
Everything needs to be visible
Lead children into the experiences so they can see the differences.
eg. 5 monkeys and 10 bananas there are two things going on. The monkeys are one item and the bananas are another item.
Place value is essential in their packaging of 10's
Year 2
- Skip counting
- Equal sharing
- noticing the repetition of things
Language end of year 2
- Package language
- Symbolic language
- grouping
- x2, x5 and x10
- T chart
- showing students you have repackaged things but the number will always remains the same eg. 12 can 6 bags of 2 or 3 bags of 4 and it would still be 12.
Times is the same as lots of ...
Doubles
We want doubles to come together. We want children to see the link between the copycat number. Children can make links in stories.
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