Bruce Moody 3

Bruce Moody PL                               5 September 2017

Bruce gave feedback in response to questions:

Changing ones to 2 digits students need to be to do skip counting.
Stop counting is important. Once students see chunks of number then they are able to transfer. For this to happen they need to see individual numbers in different ways.
To embed number - you need to be repetitive with activities.

Again students with place value need to know for example need to be clear that what comes after 29 is 30. Sometimes they will say 20 -10 yes thats correct but there's another way to say it 30.

Fractions
At level 1 there is NO expectation to do fractions other than exposure stuff. That maybe cutting an apple in half or fill a bottle halfway. Half would be liquid and the other half is space. Students need to see the concept of half in different ways ... the half of 8 is 4 and so on.

There is a conceptual difficulty in fractions moving students from year 2 and year 3.
Understand that it is a part to whole understanding. When y2 children understand e.g 1/5 is bigger than 1/8 then they can't really move to year 3 maths.

Equal sharing:
12 lollies between 3 friends is not fractions it is equal sharing.
Children find it easier to accumulate in their thinking.
1 refers to the packet - 4 belongs to - maybe skip count 3,3,3,3
12 eggs in a packet...how many eggs in half the cartoon? Children begins to think proportionally. 

Re - unitising 
Children need to see what a 1/4, 1/2, 1/3 etc looks like.
Children are iterating from the part to whole.
When children can transfer their thinking into different contexts then they have learnt it or made a connection.

Do's and Don'ts at level 1 to be successful at level 2
Do teach a fraction as one number.
Do give students many examples of seeing fractions in different ways.
Do give real contexts for students to work in. Making a sandwich, cut bread in half, luncheon in half, cheese in half. Cut shapes in half in different ways. 
Do both part to whole and whole to part.
Dont' give students pieces already cut up.
Don't introduce a fraction as a numerator or denominator.
too confusing at level 1.