Montessori Rationale. study and materials. She brought us the phrase follow the child, as that is how we might all
|
|
- Beryl Harvey
- 6 years ago
- Views:
Transcription
1 Montessori Rationale Melissa Plunkett Montessori has allowed for the development of a peaceful and whole child with her study and materials. She brought us the phrase follow the child, as that is how we might all be treated. Not being bent, broken and tamed, but allowed to flourish and develop in the natural and whole way as it were meant to be. With this method the mathematical mind was brought to light as being the forefront of the child s development. It has always been this Montessori math that intrigued me the most. Not just the materials but the way the abstract was suddenly made solid to me when I was learning the materials and their functions. this is how I wish I would ve been taught and the if only I had this chance tells me that as long as we follow the child, use the materials as they were meant to be used and feed this mathematical mind the number of children who could be blessed by the method is endless. Montessori begins with the most basic, recognizing size difference (bigger and smallerknobbed cylinders) and how one might look compared to two or three or ten through actually touching the numbers (red/blue rods) and one-to-one correspondence through so many materials (spindle boxes, cards and counters). Before moving on to newer concepts the child is allowed to practice and absorb one material and concept at a time at his/her own pace. There is no rushing through the process, no need to keep up or compete, just learning for the joy of learning. The concept of moving from concrete to abstract also lies at the heart of the Montessori curriculum. We give them real and concrete numbers that they can feel, touch, move and see.
2 We also supply materials that they will continue to see and use throughout all operations and for their entire schooling career. So we begin with introducing the Golden beads, one bead is called a unit and symbolizes the number one. You continue to count one, two, three, until you have a line of ten unit beads and then we ( tens never stay loose ) connect them all together to make a ten bar. These ten bars are much easier to manipulate, still giving a representation (actually having ten items) but can be moved around without making such a mess. We count these ten bars (one ten, two tens, three tens) until we come to ten tens and again ( tens never stay loose ) until we have ten, ten bars and hook them together to make a hundred square, Again these squares still give the representation of 100 items but are easier to manipulate. Continue counting the hundred squares until we reach ten hundred squares in which we convert to a thousand cube. The golden beads build a foundation for our math as well as give us a simple way to work with big, big numbers. We will come back to these golden beads at the beginning of introducing each new operation. You will also see the children move back to these materials when the more abstract ones begin to overwhelm them or return to them for fun. After golden beads we move on to the stamp game. The stamp game begins our basic passage to abstraction with color coding the place values and place value families. So we have green for units (as well as one thousand, one million, one billion), blue for tens (ten, ten thousands, ten millions, ten billions) and red for hundreds (hundreds, hundred thousands, hundred millions, hundred billions, etc.). In the stamp game each place is represented by a tile with that number on the tile. We begin by building numbers with the tiles and move forward to operations. As we build the numbers (using 9 green unit tiles to build the number nine) and reach ten we remember the phrase ten never stays loose and so we will never have ten tiles
3 in a row we would exchange (oh I think we might hear that word often in math) ten unit tiles for one ten tile. We can also borrow (another term we might hear often) a ten tile, to get ten units if we were to need it. Now we might introduce the child to our dot game (notice the use of the word gamethis doesn t mean that it isn t work but that it is work that is fun and as such we call it a game). With this material you continue the use of color-coded place values, using a grid and making dots to represent your numbers. Seems a little more abstract to me! So in our dot game you make the number 2,345, we place 5 green dots into the unit column grid, then we place 4 blue dots into our tens column grid, then we place 3 red dots into our hundred column grid and finally two green dots in our thousands column grid (keep in mind this is how I do it, the columns are color coded so that you could use a black dot in each column if you would like). You can then add a number to this, take some of these dots away (subtract) or make this number several times to multiply. The next step on our passage to abstraction is the bead frame; this material reminds me of the all too familiar and glorious abacus. Again our beads are still color coded (place value) and each bead row only has ten beads. Sliding beads from the bank (left side) to the right builds our numbers. What a simple and easy tool! There aren t a lot of items to move around, so the number 20,000 is simply represented by two blue beads in the ten thousands row and nothing in the others (representing zero as nothing), this is a very abstract concept and children will be well along in their path to abstraction when they begin using this material. It is also
4 wonderful for the child who has a difficult time with neatness and who may require less objects to make their work simpler. Finally before moving to paper we will learn about our golden mat; Which is a gold colored mat with columns sewn onto it, beginning with a mat only to the thousands, then higher and finally lower (decimals). The golden mat allows us to revisit those bead chain and bead stair color coded beads that we worked with in primary and sometimes even into elementary. We use these beads first to build numbers, then to put together and exchange for larger beads, when we get to 10 in a column we must move a one bead (or twenty a 2 bead) into the next column, thus allowing the child to see us carrying the one, two and so on into the next column when writing it on paper. This mat comes in handy for addition, addition with carrying, multiplication, subtraction, division and even in upper el; all these operations with decimals! We also have the materials specific to certain operations such as the strip board (one for addition and one for subtraction), for multiplication you have the Multiplication bead board, checkerboard(s) and flat bead frame, and for division you have the division bead board, racks & tubes and the pegboard. Although the pegboard has other functions too such as finding the lowest common multiples, greatest common factors. These materials may not be used for all operations but serve an important role in the operation performed on them. They also serve as a goal for those beginning students, when they see the older students using them they frequently want to know when it will be their turn!
5 When all these steps are mastered we begin the process of paper only. Keep in mind that along the way each of these materials has included working the material or equation on paper along with the material. But once a child can do an operation on paper only without the use of material that is how we know it has truly been mastered. Now this doesn t mean they aren t allowed to or never go back to the materials, because they are such beautiful and simple materials, it just means if they choose to complete their problems on paper only that they are fully able to do and understand that totally abstract concept. By learning and practicing the equations first, it helps to understand the why along with the how of math on paper. As a child I loved math and understood how, but didn t realize until I was introduced to Montessori as an adult the why of math. I have discussed the materials and their progression with the order of introduction along the passage to abstraction, now I would like to talk a little about the order of operations. In Montessori we teach addition, multiplication, subtraction and then division. I believe not only is multiplication an extension of addition and so it only makes sense to do that next, but that along the passage to more difficult equations multiplication is a more simple operation to understand then subtraction and certainly division is the most complex. After these operations have been learned to paper the student then begins to explore fractions (all operations and equivalencies as well as mixed numbers) with our wonderful fraction material including the fraction skittles for a basic introduction to fractions then onto the fraction insets for labeling and bookmaking to get a feel for fractions to one tenth. Before moving on to operations with the fraction boxes we use the insets for the introduction to each operation as well as the introduction to equivalences. Shortly following work with fractions we would introduce the
6 decimal system using the decimal mat (or board) and checkerboard with all the operations, then onto percentages and how they all relate to one another. Things then come full circle back to golden beads, stamp game then the peg board for beginning practice on Squaring, Cubing and square rooting. After these materials the children will move onto the cubing material and then finally to paper. Some other math materials that are covered during this 6 year cycle would include measuring of all sorts; volume, time, distance, liquid and weight with both Metric and English systems. Also money systems, value, Making Change, history, currency (rates of exchange & interest). We would also cover integers (positive and negative on a number line) and charts and graphs through teacher made materials that apply to the students he/she is guiding. The use of all the materials in each operation is so important for our children. I believe that all children must be introduced to all materials with all operations and allowed to practice with each material. This allows for repetition and practice of the concepts without boredom, each time you get out a new material, to the child it appears they are practicing something new and fresh. It also allows for a child to find a comfort area, maybe they only use the bead frame a few times and it is too difficult so they move straight to paper or they choose to practice with the stamp game until they are ready for paper. It allows for individualized learning of each concept. Some children may choose a favorite and others may use all of them or use different materials for different operations. It also allows for our Montessori children to travel from one
7 Montessori school to the next and have access to the same materials and methods they have been taught with in other areas. It is amazing to see how the Montessori materials bring to life these abstract concepts of algebra, squaring, cubing, etc. for the upper the elementary. A Montessori child will leave the environment not only knowing how to cube, but understanding the process of creating a cube from a number; A REAL cube, a geometric solid cube, not just the number 3 times. With Montessori s real life and hands on approach to math we and the children cannot just know (or memorize the rules to) Math but we can really understand it. We can see it unfold in front of us day after day. We can experience true equations in solid form and then really understand them when they come to us as abstract. Maria let us see math in our lives and in our worlds and for that we will be forever grateful. The teacher, when she begins work in our school, must have a kind of faith that the child will reveal himself through work (Montessori, 1967, 276). She helps us to recognize that each child has a sensitive period for learning; the guide must be forever on watch, observing the child and ready to guide them when they reach their sensitive periods and be ready when they are. Be prepared; that is the Montessori way. Prepared Environment, prepared teacher and prepared child. In Montessori Math sequence, repetition, consistency and the passage to abstraction are the building blocks of the math curriculum. The Child s mind is not prepared for numbers, by certain preliminary ideas; given in haste by the teacher, but it has been prepared for it by a process of formation, by a slow building up of itself (Montessori, 1914, 165). We don t feel you need to learn subtraction and this age and not before and not after, you learn it once you have
8 mastered the other operations before it at your own pace. We follow the child and his mathematical mind. In our work, therefore, we have given a name to this part of the mind which is built up with exactitude and we call it the mathematical mind (Montessori, 1967, 185).
Full Transcript for An Introduction to the Montessori Math Curriculum
Full Transcript for An Introduction to the Montessori Math Curriculum A young girl's small hands grasping beautiful objects sensing the world around her. Shapes dimensions relationships amounts all represented
More informationIntroduction to the Decimal System ... :: ... : Mathematics I NAMC - North American Montessori Center
Introduction to the Decimal System ~~~...... ::... :... 55 "Your child can hold a unit bead in one hand and a thousand cube in the other to have a sensory-based impression of the difference between them.
More informationKeys of the Universe Mathematics - Materials Price List
Keys of the Universe Mathematics - Materials Price List Caveats: This is not entirely a complete comparison, because both companies do not sell all the same materials. And you might purchase the least
More informationCCSS Math & Geometry. Version 1.0 July AMI, AMI/USA, and AMI-EAA
CCSS Math & Geometry Version 1.0 July 2014 Math Cluster Overview Chart Domain Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base 10 Measurement and Data Geometry Number
More informationThe Canadian Montessori Teacher Education Institute ELEMENTARY MONTESSORI MATH ALBUM
The Canadian Montessori Teacher Education Institute Daniel Jutras Ph.D. Master Teacher ELEMENTARY MONTESSORI MATH ALBUM The Canadian Montessori Teacher Education Institute ELEMENTARY MONTESSORI MATH ALBUM
More informationTable of Contents. Page Cover Page 1 Rationale 2 Copyright Information 3. Mathematics Outline Presentations 5
a Table of Contents Page Cover Page 1 Rationale 2 Copyright Information 3 Table of Contents a - f Mathematics Outline 4 215 Presentations 5 Presentations on Preparation for Math 11 One-to-One Correspondence
More informationThis policy has been largely adapted from the White Rose Maths Hub Calculation Policy with further material added.
This policy has been largely adapted from the White Rose Maths Hub Calculation Policy with further material added. St John s RC Primary School Calculation Combining two parts to make a whole: part- whole
More informationTHE MATERIALS COMPANY OF BOSTON
THE MATERIALS COMPANY OF BOSTON ORDER FORM 2008 TERMS FOR ORDERING 1. All orders must be fully pre-paid with the exception of public school purchase orders. 2. For orders within the continental United
More information4 + 3 = 7 10= model. Starting at the bigger number and counting on
South Wilford C of E Endowed Primary School - Progression in Calculations Addition Objective and Strategies Combining two parts to make a whole: partpart whole model Concrete Pictorial Abstract Use cubes
More informationAn ordered collection of counters in rows or columns, showing multiplication facts.
Addend A number which is added to another number. Addition When a set of numbers are added together. E.g. 5 + 3 or 6 + 2 + 4 The answer is called the sum or the total and is shown by the equals sign (=)
More informationHundreds Grid. MathShop: Hundreds Grid
Hundreds Grid MathShop: Hundreds Grid Kindergarten Suggested Activities: Kindergarten Representing Children create representations of mathematical ideas (e.g., use concrete materials; physical actions,
More informationPlace value disks activity: learn addition and subtraction with large numbers
Place value disks activity: learn addition and subtraction with large numbers Our place value system can be explained using Singapore Math place value disks and 2 mats. The main rule is: value depends
More informationFocus on Mathematics
Focus on Mathematics Year 4 Pre-Learning Tasks Number Pre-learning tasks are used at the start of each new topic in Maths. The children are grouped after the pre-learning task is marked to ensure the work
More informationMONTESSORI MATH MATH INTRODUCTION
MONTESSORI MATH Pre-math Skills and Practical Life MATH INTRODUCTION Practical life lessons with many steps, like polishing a brass figure, are indirect preparation for advanced math problems. For example,
More informationReady Made Mathematical Task Cards
Mathematical Resource Package For Number Sense and Numeration, Grades 4 to 6 Ready Made Mathematical Task Cards Made For Teachers By Teachers Developed By: J. Barretto-Mendoca, K. Bender, A. Conidi, T.
More informationMath Fundamentals for Statistics (Math 52) Unit 2:Number Line and Ordering. By Scott Fallstrom and Brent Pickett The How and Whys Guys.
Math Fundamentals for Statistics (Math 52) Unit 2:Number Line and Ordering By Scott Fallstrom and Brent Pickett The How and Whys Guys Unit 2 Page 1 2.1: Place Values We just looked at graphing ordered
More information4 + 3 = 7 10= Starting at the bigger number and counting on. Progression in Calculations
Progression in Calculations Addition Objective and Strategies Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in a bar.
More informationProgression In Calculations Addition
Objective and Strategies Combining two parts to make a whole: partwhole model Addition Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in a bar. Use pictures to add two
More informationPrice List (30% Off on any order.)
Sensorial A010 Long Red Rods $44.60 A011 Stand For Long Red Rods $38.00 A020 Cylinder Block (Set of 4) $135.50 A030 Knobless Cylinders (Set of 4) $66.40 A040 Pink Tower $38.00 A041 Pink Tower Stand $12.00
More informationWhat Is Leaps and Bounds? A Research Foundation How to Use Leaps and Bounds Frequently Asked Questions Components
Contents Program Overview What Is Leaps and Bounds? A Research Foundation How to Use Leaps and Bounds Frequently Asked Questions Components ix x xiv xvii xix Teaching Notes Strand: Number Number Strand
More informationIntroduction. It gives you some handy activities that you can do with your child to consolidate key ideas.
(Upper School) Introduction This booklet aims to show you how we teach the 4 main operations (addition, subtraction, multiplication and division) at St. Helen s College. It gives you some handy activities
More informationAddition and Subtraction
Addition and Subtraction If any of your students don t know their addition and subtraction facts, teach them to add and subtract using their fi ngers by the methods taught below. You should also reinforce
More informationSummer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages
4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures
More information4 + 3 = 7 10= Starting at the bigger number and counting on
Ladbrooke JMI School Progression in Calculations Addition Objective and Strategies Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together
More informationMake Math Meaningful!
Make Math Meaningful! I hear, and I forget. I see, and I remember. I do, and I understand. Knowledge comes easily to those who understand. Proverbs 14:6 B-A-T Place Value Game B = Brilliant; right number
More informationMATHEMATICS UTAH CORE GUIDES GRADE 2
MATHEMATICS UTAH CORE GUIDES GRADE 2 UTAH STATE BOARD OF EDUCATION 250 EAST 500 SOUTH P.O. BOX 144200 SALT LAKE CITY, UTAH 84114-4200 SYDNEE DICKSON, Ed.D., STATE SUPERINTENDENT OF PUBLIC INSTRUCTION Operations
More informationMath 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS
Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop
More informationCurriculum links Maths: working mathematically, number, algebra.
A STEM learning and teaching resource that explores a variety of magical maths activities, from multiplication tips to card tricks. Curriculum links Maths: working mathematically, number, algebra. Mind
More informationVocabulary Cards and Word Walls
Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More information2016 Products List Of Nienhuis Montessori products(fob Sri Lanka)
1 000100 Buttoning Frame With Small Buttons 2 000200 Buttoning Frame With Large Buttons 3 000300 Bow Tying Frame 4 000400 Lacing Frame 5 000500 Hook And Eye Frame 6 000600 Safety Pin Frame 7 000700 Snapping
More informationMANIPULATIVE MATHEMATICS FOR STUDENTS
MANIPULATIVE MATHEMATICS FOR STUDENTS Manipulative Mathematics Using Manipulatives to Promote Understanding of Elementary Algebra Concepts Lynn Marecek MaryAnne Anthony-Smith This file is copyright 07,
More informationUpdated December Year. Small Steps Guidance and Examples. Block 4: Multiplication & Division
Updated December 2017 Year 5 Small Steps Guidance and Examples Block 4: Multiplication & Division Year 5 Autumn Term Teaching Guidance Multiples Notes and Guidance Building on their times tables knowledge,
More informationPre-Algebra Unit 1: Number Sense Unit 1 Review Packet
Pre-Algebra Unit 1: Number Sense Unit 1 Review Packet Target 1: Writing Repeating Decimals in Rational Form Remember the goal is to get rid of the repeating decimal so we can write the number in rational
More information4 + 3 = 7 10= Combining two parts to make a whole: partwhole. Starting at the bigger number and counting on
Progression in Calculations Addition Objective and Strategies R/Y1 Combining two parts to make a whole: partwhole model Concrete Pictorial Abstract Use cubes to add two numbers together as a group or in
More information8 Fraction Book. 8.1 About this part. 8.2 Pieces of Cake. Name 55
Name 8 Fraction Book 8. About this part This book is intended to be an enjoyable supplement to the standard text and workbook material on fractions. Understanding why the rules are what they are, and why
More informationBy Scott Fallstrom and Brent Pickett The How and Whys Guys
Math Fundamentals for Statistics I (Math 52) Unit 2:Number Line and Ordering By Scott Fallstrom and Brent Pickett The How and Whys Guys This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike
More informationNUMERATION AND NUMBER PROPERTIES
Section 1 NUMERATION AND NUMBER PROPERTIES Objective 1 Order three or more whole numbers up to ten thousands. Discussion To be able to compare three or more whole numbers in the thousands or ten thousands
More information1. Numbers & Operations Place Value Gr. 7 N-1a,b
1. Numbers & Operations Place Value Gr. 7 N-1a,b Ghetto Blaster Cassette NUMBERS Student Recording Cassette answer sheet 1. On your answer sheet write the following as numbers: Whole numbers: a) eight
More informationWhole Numbers. Whole Numbers. Curriculum Ready.
Curriculum Ready www.mathletics.com It is important to be able to identify the different types of whole numbers and recognize their properties so that we can apply the correct strategies needed when completing
More informationMathematics Expectations Page 1 Grade 04
Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to
More informationLesson 1: Place Value of Whole Numbers. Place Value, Value, and Reading Numbers in the Billions
Place Value of Whole Numbers Lesson 1: Place Value, Value, and Reading Numbers in the Billions Jul 15 9:37 PM Jul 16 10:55 PM Numbers vs. Digits Let's begin with some basic vocabulary. First of all, what
More informationYear 4 Homework Activities
Year 4 Homework Activities Teacher Guidance The Inspire Maths Home Activities provide opportunities for children to explore maths further outside the classroom. The engaging Home Activities help you to
More informationThe Human Calculator: (Whole class activity)
More Math Games and Activities Gordon Scott, November 1998 Apart from the first activity, all the rest are untested. They are closely related to others that have been tried in class, so they should be
More informationSummer Solutions Problem Solving Level 4. Level 4. Problem Solving. Help Pages
Level Problem Solving 6 General Terms acute angle an angle measuring less than 90 addend a number being added angle formed by two rays that share a common endpoint area the size of a surface; always expressed
More informationDice Activities for Algebraic Thinking
Foreword Dice Activities for Algebraic Thinking Successful math students use the concepts of algebra patterns, relationships, functions, and symbolic representations in constructing solutions to mathematical
More informationNUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS. Kindergarten:
Kindergarten: NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS Count by 1 s and 10 s to 100. Count on from a given number (other than 1) within the known sequence to 100. Count up to 20 objects with 1-1
More informationBeyond Counting by Ones
Beyond Counting by Ones Mathematical Activities for Developing Number Sense and Reasoning in Young Children Dr. DeAnn Huinker University of Wisconsin-Milwaukee February 2000 DeAnn Huinker, University of
More informationIn this chapter, I give you a review of basic math, and I do mean basic. I bet you know a lot
Chapter 1 We ve Got Your Numbers In This Chapter Understanding how place value turns digits into numbers Rounding numbers to the nearest ten, hundred, or thousand Calculating with the Big Four operations
More informationActivArena TEMPLATES TEACHER NOTES FOR ACTIVARENA RESOURCES BLANK WORKING SPACE SPLIT (WITH TITLE SPACE) About this template
TEMPLATES BLANK WORKING SPACE SPLIT (WITH TITLE SPACE) It contains two blank workspaces that can be the basis of many tasks. Learners may perform identical tasks or completely different tasks in their
More informationWhat you'll need A measuring cup, 4 glasses of equal size, and water
Maths at Home Your home is full of opportunities to explore maths with your child and, at the same time, build his or her self-confidence and understanding of mathematical ideas. This is a chance for you
More informationReleased October Year. Small Steps Guidance and Examples. Block 4: Multiplication & Division
Released October 2017 Year 5 Small Steps Guidance and Examples Block 4: Multiplication & Division Multiply and divide numbers mentally drawing upon known facts. Multiples Factors Common factors Prime numbers
More information3Grade. Interactive Notebooks. Ideal for organizing information and applying learning. Perfect for addressing the needs of individual learners
CD-104648 Interactive Notebooks 3Grade Ideal for organizing information and applying learning Perfect for addressing the needs of individual learners Includes step-by-step instructions for each page Great
More informationMath Manipulatives 2018
Math Manipulatives 2018 BUY IN BULK AND SAVE! Guaranteed Price Match We ll Match Any Competitors Price! FREE SHIPPING on orders over $99! See back cover for details Didax School 2018 BULK INSERT.indd 1
More informationPyle Middle School Summer Math Packet Incoming C2.0 Math 7
Pyle Middle School Summer Math Packet Incoming C2.0 Math 7 Dear Student and Parent, The purpose of this packet is to provide a review of objectives that were taught the previous school year and provide
More informationGPLMS Revision Programme GRADE 4 Booklet
GPLMS Revision Programme GRADE 4 Booklet Learner s name: School name: Day 1. 1. Read carefully: a) The place or position of a digit in a number gives the value of that digit. b) In the number 4237, 4,
More informationCURS Nazanin Afshari Sep. 25, Alge Tiles
CURS 4140-01 Alge Tiles Description: Alge - Tiles Alge-Tiles is a set of manipulative materials which is designed to help students to make connection between their concrete experience and abstract mathematical
More informationFraction Race. Skills: Fractions to sixths (proper fractions) [Can be adapted for improper fractions]
Skills: Fractions to sixths (proper fractions) [Can be adapted for improper fractions] Materials: Dice (2 different colored dice, if possible) *It is important to provide students with fractional manipulatives
More informationMathematics in your head the secrets of mental math
Mathematics in your head the secrets of mental math 1. Fundamentals: mental addition, subtraction, multiplication and division, and gestimation. Addition: 42 + 3 = 45 42 + 30 = 72 42 + 300 = 342 42 + 3000
More informationHow to Help Your Child With Mathematics Calculations in KS2
How to Help Your Child With Mathematics Calculations in KS2 Getting Involved As well as the calculations we are looking at tonight, you can help your child by including maths in the conversations you have
More informationYear 6. Mathematics A booklet for parents
Year 6 Mathematics A booklet for parents About the statements These statements show some of the things most children should be able to do by the end of Year 6. Some statements may be more complex than
More informationHow Close Can You Get?
How Close Can You Get? Group: Pairs Materials: calculator, How Close Can You Get Sheet, How Close Can You Get cards Give each pair a cut out set of the How Close Can You Get cards. Issue a How Close Can
More informationSkill Builder. J. B. Wright A D VA N TA G E
MATHS MATE Skill Builder 6 J. B. Wright THE EDUCATIONAL A D VA N TA G E THE EDUCATIONAL MATHS MATE /6 Skill Builder J. B. Wright Published by The Educational Advantage Pty Ltd PO Box 068 Echuca VIC 64
More informationAcing Math (One Deck At A Time!): A Collection of Math Games. Table of Contents
Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K - 3) page 8 Greater or Less Than (Grades K - 3) page 9 Number Battle (Grades K - 3) page 10 Place Value Number Battle (Grades 1-6)
More informationThis is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us.
UNIT 4 WEEK 7 This is a one-week excerpt from the Starfall Kindergarten Mathematics Teacher s Guide. If you have questions or comments, please contact us. Email: helpdesk@starfall.com Phone: 1-888-857-8990
More informationMATH STUDENT BOOK. 6th Grade Unit 1
MATH STUDENT BOOK 6th Grade Unit 1 Unit 1 Whole Numbers and Algebra MATH 601 Whole Numbers and Algebra INTRODUCTION 3 1. WHOLE NUMBERS AND THEIR PROPERTIES 5 ROUNDING AND ESTIMATION 7 WHOLE NUMBER OPERATIONS
More informationAdding play to math. Math doesn t have to be all about tricky numbers on a page.
Adding play to math Studies show that many children learn math better by using their sense of touch than by staring into a book. Linex Active Learning tools allow children to get to grips, making math
More informationThe Willows Primary School Mental Mathematics Policy
The Willows Primary School Mental Mathematics Policy The Willows Primary Mental Maths Policy Teaching methodology and organisation Teaching time All pupils will receive between 10 and 15 minutes of mental
More informationGPLMS Revision Programme GRADE 6 Booklet
GPLMS Revision Programme GRADE 6 Booklet Learner s name: School name: Day 1. 1. a) Study: 6 units 6 tens 6 hundreds 6 thousands 6 ten-thousands 6 hundredthousands HTh T Th Th H T U 6 6 0 6 0 0 6 0 0 0
More informationELEMENTARY I: 6 to 9 Years
Alison's Product Code & Name (Value Line) Alison's Product Code & Name (Premium Line) LANGUAGE ESSENTIAL DESIRABLE SHARED Psychological Presentations for Language Comprehensive (Phonetic) Reading Program
More informationPattern and Place Value Connections
Pattern and Place Value Connections Susan Kunze Teacher, Bishop Elementary School Bishop Unified School District 2008 Awardee: Presidential Award for Excellence in Mathematics and Science Teaching Our
More informationMAKING MATHEMATICS COUNT
MAKING MATHEMATICS COUNT By Kerry Dalton Using manipulatives from Early Years Foundation Stage to Year 6 10 minutes per day, in addition to the daily mathematics lesson Covers Early Years Foundation Stage
More informationRosa Parks Middle School Summer Math Packet Incoming C2.0 IM
Rosa Parks Middle School Summer Math Packet Incoming C2.0 IM Student Name: Teacher Name: Date: Dear Student and Parent, The purpose of this packet is to provide a review of objectives that were taught
More informationList of Blackline Masters (BLMs) Grade 7 Mathematics Blackline Masters Grades 5 to 8 Mathematics Blackline Masters. Introduction 1
C o n t e n t s List of Blackline Masters (BLMs) Grade 7 Mathematics Blackline Masters Grades 5 to 8 Mathematics Blackline Masters v v viii Acknowledgements ix Introduction 1 Overview 2 Conceptual Framework
More informationInstruction Cards Sample
Instruction Cards Sample mheducation.com/prek-12 Instruction Cards Table of Contents Level A: Tunnel to 100... 1 Level B: Race to the Rescue...15 Level C: Fruit Collector...35 Level D: Riddles in the Labyrinth...41
More informationSensorial Materials Demonstrations
Sensorial Materials Demonstrations Maria Montessori realized that children learn best when they are able to absorb information using all their senses. Some Sensorial materials develop the child s ability
More informationMrs. Ambre s Math Notebook
Mrs. Ambre s Math Notebook Almost everything you need to know for 7 th grade math Plus a little about 6 th grade math And a little about 8 th grade math 1 Table of Contents by Outcome Outcome Topic Page
More informationLower Elementary Classroom (6-9) - Printed Curriculum & Value Line Material (CR1
Lower Elementary Classroom (6-9) - Printed Curriculum & Value Line Material (CR1 Product Code Language L01 L07 L15 L16 L22 L22.C L30 L41 L49 L53 L62 L107 L11 L119 L120 L132 L155 L177 L180 L192 L222 L260
More informationNSCAS - Math Table of Specifications
NSCAS - Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics
More informationLet s Make. Math Fun. Volume 19 January/February Dice Challenges. Telling the Time. Printable Games. Mastering Multiplication.
Let s Make Volume 19 January/February 2013 Math Fun Dice Challenges Printable Games Telling the Time Mastering Multiplication Bingo Math Fun Help Them to Fall in Love with Math THE LET S MAKE MATH FUN
More informationDescribes the operation of multiplying by ten as adding a nought
Describes the operation of multiplying by ten as adding a nought Opportunity for: investigating numbers Interactive Teaching Program (ITP) Number Grid, how many times group or paper copy of 100-square
More informationName Date Handling Numbers Level 1 revision 1. Put these numbers in order of size starting with the lowest and going up to the highest
1. Put these numbers in order of size starting with the lowest and going up to the highest a. 17 53 35 86 24 71 b. 3057 215 3507 7305 512 125 c. 15043 10543 30345 3345 33045 53004 2. In each of the following,
More informationMath at the Primary Level. Marian Small October 2015
Math at the Primary Level Marian Small October 2015 Issues Using manipulatives effectively Building number sense (including mental math) Better consolidation of lessons Manipulatives of Value Counters
More informationWheels Diameter / Conversion of Units
Note to the teacher On this page, students will learn about the relationships between wheel diameter, circumference, revolutions and distance. They will also convert measurement units and use fractions
More informationCounting To and From 5
Mathematical Ideas It is important for children to count forward and backwards from a variety of starting points. This will help them to understand the size of the number in relation to other numbers.
More informationCross Out Singles. 3. Players then find the sums of the rows, columns, and diagonal, and record them in the respective circles.
Materials: Cross Out Singles recording sheet, and 1 die. Cross Out Singles How To Play: 1. The die is rolled. Both players put this number in whichever one of the squares on their Round 1 chart they choose.
More informationOperation Target. Round Number Sentence Target How Close? Building Fluency: creating equations and the use of parentheses.
Operations and Algebraic Thinking 5. OA.1 2 Operation Target Building Fluency: creating equations and the use of parentheses. Materials: digit cards (0-9) and a recording sheet per player Number of Players:
More informationSquares Multiplication Facts: Square Numbers
LESSON 61 page 328 Squares Multiplication Facts: Square Numbers Name Teacher Notes: Introduce Hint #21 Multiplication/ Division Fact Families. Review Multiplication Table on page 5 and Quadrilaterals on
More informationTravelling Integers. Materials
Travelling Integers Number of players 2 (or more) Adding and subtracting integers Deck of cards with face cards removed Number line (from -25 to 25) Chips/pennies to mark players places on the number line
More informationBracken County Schools Curriculum Guide Math. Grade 1 Unit 1: Number Computation Suggested Length: Ongoing
Grade 1 Unit 1: Number Computation Suggested Length: Ongoing Program of Studies 1. How are numbers used in our everyday life? NC-2 order groups of objects according to quantity NC-3 explore appropriate
More informationFactors and multiples have
SHOW 107 PROGRAM SYNOPSIS Segment 1 (5:59) DIRK NIBLICK: TOO MANY COOKOUTS, PARTS 1 AND 2 Dirk Niblick, fearless leader of the Math Brigade, helps his neighbor Mr. Beazley plan a barbecue. Together they
More informationPaper 1. Calculator not allowed. Mathematics test. First name. Last name. School. Remember KEY STAGE 3 TIER 5 7. satspapers.org
Ma KEY STAGE 3 Mathematics test TIER 5 7 Paper 1 Calculator not allowed First name Last name School 2009 Remember The test is 1 hour long. You must not use a calculator for any question in this test. You
More information1. What percentage of the hundredths grids below are shaded in?
Math Review Fractions, Ratio and Percent (Units 6 & 7) 1. What percentage of the hundredths grids below are shaded in? 45% 75% 5% 2. Write one part-to-whole and one part-to-part ratio for the following
More informationGRADE 3 TEKS ALIGNMENT CHART
GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial
More informationTeacher s Guide. Editor s note. How to use the game
Teacher s Guide Updated: January 23, 205 Editor s note Slice Fractions is designed to introduce children to the concept of fractions by solving puzzles. This guide reveals the underlying conceptual learning
More informationNational Curriculum Programme of Study:
National Curriculum Programme of Study: Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Given a number, identify one more and one less Add and subtract
More informationNumber Shapes. Professor Elvis P. Zap
Number Shapes Professor Elvis P. Zap January 28, 2008 Number Shapes 2 Number Shapes 3 Chapter 1 Introduction Hello, boys and girls. My name is Professor Elvis P. Zap. That s not my real name, but I really
More informationObjective: Plot points, using them to draw lines in the plane, and describe
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5 6 Lesson 7 Objective: Plot points, using them to draw lines in the plane, and describe patterns within the coordinate pairs. Suggested Lesson Structure
More informationCPM EDUCATIONAL PROGRAM
CPM EDUCATIONAL PROGRAM SAMPLE LESSON: ALGEBRA TILES PART 1: INTRODUCTION TO ALGEBRA TILES The problems in Part 1 introduce algebra tiles to students. These first eleven problems will probably span two
More informationChildren to write number sentences Children to show jumps on laminated number line: Show the jumps on a number line as counting on e.
Written Methods& Mental Methods & A D D I T I O N FOUNDATION STAGE YEAR 1 YEAR 2 Count with 1:1 correspondence Recognise numbers Count to 20 and beyond Write numbers Order numbers to 20 Know one more than
More informationa. $ b. $ c. $
LESSON 51 Rounding Decimal Name To round decimal numbers: Numbers (page 268) 1. Underline the place value you are rounding to. 2. Circle the digit to its right. 3. If the circled number is 5 or more, add
More information