Bruce Moody Part 2

16 / 03 / 17
Starting at Junior Level - Year 2.
Move away from counting from one up to 10 because they already know 10.

Modelling the Bonds.

Counting is not doing the maths its getting the language and the sequence.
Counting is
- one to one matching
- its a match of quantity
- ordinality ... 1st, 2nd, 3rd
- cardinality 1, 2, 3

Adding ...
is coming together in chunks e.g 5 and 3 is 8 not counting 1,2,3,4,,5,

• one more is a  category
• bonds of 5 and the reversal
• 5 and 
• doubles to 10
• bonds of 10

Place value ...

knowing 2 digit place value.

is working on 10 and ...

Counting on is children knowing sequencing to one hundred - so do little bit of this.

Counting back is not a good problem solving strategy backwards

We have to help children take control of larger numbers using place value.

e.g. see 25 children then can you see 25 dollars

We are changing ones ...

• having basic facts to 10  eg. 5 + 3 = 8  so 25 + 3 = 28 
• children look for what they do know
• children need to place value 

Changing 10's

we use basic facts to 10 and 

Part whole is changing both 10's and 1's

Children need to know Basic facts and place value that is change in 1's and change in 10's otherwise they are building on quick sand if don't have a solid foundation. We are trying to reduce the confusion. changing the 10's is so important because it helps children work with double digit.
Place value and bonds to 10.

Give children lots of visual scaffolding. Establish protocols.
Practice work should be old learning and not new learning because they need to be secure in it until they are  children should go away to succeed and not to struggle.






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