Carol Spencer @Carol_Learning
K-6 Maths resource creator for @Learn4Teach | Lead maths consultant | 35 years of successful experience in Australian education leadership and alearningplace.com.au Sydney Australia Joined April 2011-
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Multiplying by 10 Multiplicatively means the digit moves into the column on the left - regardless of whether it's a whole number or a decimal fraction. No need for non-mathematical rules that cause confusion. alearningplace.com.au www/relationalmathematics.com.au
Telling students to start with the big number and take away the small number to subtract, is a rule that expires and causes confusion later. Instead, have students identify which group give them ENOUGH to take away the other group alearningplace.com.au relationalmathematics.com.au
@Learn4Teach Understanding and explaining fractions multiplicatively is literally the basis of later learning of ALL multiplicative concepts - Place Value including decimals, multiplication and division including division being multiplication by a fraction, and metric measurement.
@Learn4Teach If you asked your students what they think about multiplying decimals by 10, would they explain it mathematically and multiplicatively?
@Learn4Teach Why does this matter? Because we use partitive division when we divide by whole numbers, and quotitive division when we divide by fractions.
Explicitly teaching students the 2 ways divide throughout primary schools makes dividing by whole numbers efficient, and allows students to divide by fractions in high school without going instrumental. This quick (3 min) video explains all simply! youtube.com/watch?v=Sa9unH…
Many students think additively about fractions (1/4 + 1/4 = 1/2) instead of multiplicatively (1/4 = 1/2 x 1/2), and so their understanding plateaus, becomes instrumental or non-existent. Unless we explicitly teach students to think multiplicatively, many will think additively.
@Learn4Teach Understanding and explaining fractions multiplicatively is literally the basis of later learning of ALL multiplicative concepts - Place Value including decimals, multiplication and division including division being multiplication by a fraction, and metric measurement
We don't remember a time when we couldn't count so we don't remember how difficult it is. Let's look at it through a beginner's mind!
Thinking Multiplicatively about multiplying decimals by 10 using Multiplicative Place Value - decimal points can't move! Students begin to think multiplicatively about decimals in Year 4. relationalmathematics.com.au alearningplace.com.au
Thinking Multiplicatively about multiplying by 10 using Multiplicative Place Value. If you asked your students what they think about multiplying by 10, would they explain it mathematically and multiplicatively? Students begin to think multiplicatively in Year 3.
@tombennett71 Children don't come to school to behave. They come to school to learn.
SUBTRACTION MISCONCEPTIONS are caused by teaching students non-mathematical ‘rules’, including: 📌Rule 1: When we subtract, we start with the big number and subtract the small number. 📌Rule 2: When we subtract, we get smaller. NOPE and NOPE!
SUBTRACTION MISCONCEPTIONS are caused by teaching students non-mathematical ‘rules’, including: 📌Rule 1: When we subtract, we start with the big number and subtract the small number. 📌Rule 2: When we subtract, we get smaller.
🎉 Celebrate the launch of our new teaching resource site! Check it out now and discover a wealth of engaging materials to help your students succeed.👀✨ ------------------ #alearningplaceateachingplace #newsite #maths #mathematicsforlife #mathematicsstudent
If differentiation to every student to investigate at their leading edge is to be a reality, we need some research-informed practical strategies💡 to embed authentic, inclusive student-led differentiated learning into every lesson. How?🤔 (1/6)
📌What’s next for our topic: Research-informed practical strategies to embed authentic, inclusive student-led differentiated learning into every lesson - only here at @alearningplaceateachingplace stay tuned!🔔
The only person who knows what each student is ready to learn is the student themself. 💯 Having our students differentiate the learning for themselves is the only thing that makes sense. We have the tools to do this, now we just need simple strategies.
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