concepts, skills & strategies
TRANSCRIPT
![Page 1: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/1.jpg)
Core Concepts
Skills
Strategies
![Page 2: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/2.jpg)
4 levels of Mathematics Languages
Languages Descriptions
Student’s
Language
By this level/ stage, teacher is using students’ language or
familiar objects for introduces and teaches students.
For example: apples, cars, books and so on.
Materials
Language
By this level/ stage, teacher is using concrete materials such
as counters, MAB blocks, Unifix Blocks.
Mathematics
Language
This level/ stage, teacher is using proper mathematics
language such as three, two, one, ….
Symbolic
Language
This level/ stage, teacher is using symbolic to teach students.
For example: 1,2,3…+, -, ,
![Page 3: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/3.jpg)
Addition
Strategies:
1. Counting up (count on) is most easy way of
addition. It is a way to add small number into
bigger number.
For example: 3+2= ?
Then count up two from 3; 4,5.
![Page 4: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/4.jpg)
Addition Strategies
2. Use Double
Students can remember the pattern of the
doubles in sequence.
1+1=2 4+4=8 7+7=14
2+2=4 5+5=10 8+8=16
3+3=6 6+6=12 9+9=18
If 2+1+2+1= 2+2+1+1
= 4 +2
= 6
![Page 5: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/5.jpg)
4 Levels of Mathematics Languages
Children
Language
Alice has 4 books and Melody has 3 books , put all
books together on the table.
How many books on the table?
Materials
Language
There are 4 counters put 3 more counters make 7
counters altogether.
Mathematics
Language
Four add three equal seven
Symbolic
Language
4 + 3= 7
![Page 6: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/6.jpg)
Subtraction
• Skill : Decomposition (Jamieson-Proctor, 2012)
Tens Ones4 2
- 1 5
2 7
3 12
Trade 1 ten
into 10 ones.
![Page 7: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/7.jpg)
Strategy for Subtraction
• Cover-ups
This strategy is just like ‘take away’ skill.
For Example:
Alice has 3 cupcakes and rabbit take away one cupcake
from her. How many cupcakes does Alice has?
3 – 1 = ?
![Page 8: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/8.jpg)
Multiplication
Concept
• Multiplication is repeated addition of some equal
set or group (Jamieson-Proctor, 2012).
For example:
Alice has 4 boxes of cupcakes and each box has 2
cupcakes. How many cupcakes does she has
altogether?
Answer : 4 X 2 = 2+2+2+2
= 8
![Page 9: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/9.jpg)
Set Model
2+ 2+2 = 3X2
Array Model This model is used on measure area. For example: The length of a square is 2 cm and the width is 2 cm. What is the area of the square?
2 X2 = 4 cm
Measuremen
t Model
I bought 2 ribbons each 3 meters long. How many meters did I buy?
2X3 = 3+3= 6 meters
Combination
Model
I have 2 different patterns shirts and 3 different patterns of pants. How many outfits can I make?
2 X3 = 3+3=6
4 types of Multiplication Models (Jamieson-Proctor, 2012)
2 cms
2 cms
![Page 10: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/10.jpg)
4 Levels of Mathematics Languages
Language Stage Materials Stage Language Stage Recording Stage
Student
Language
Concrete Materials such
as apples, balls .
Altogether, how many No symbols, children
draw pictures only
Materials
Language
Substituted objects.
E.g: unifix blocks,
counters
Add repeatedly, how
many, altogether
No symbols, children
draw pictures only
Mathematics
Language
Substituted objects.
E.g: unifix blocks,
counters
Multiply, multiplication,
euals
No symbols, children
draw pictures only
Symbolic
Language
- multiply 2 X 3 =
4 X 3=
![Page 11: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/11.jpg)
Division
Concept
• Division is separating an amount into equals groups (Jamieson-Proctor, 2012).
• There are two ways to do the separation process : partition and quotation
Teaching sequences
• Use Student’s language (1st level of Mathematics language)
• Introduce: Teacher use concrete materials students are familiar with to
demonstrate the concept, whole class activity, oral activity.
• Models: Visual and verbal
• How : Teacher use familiar object to help student to make connection about the
concept of division is to separate the total amounts into equals groups. Division
is the inverse of multiplication.
![Page 12: Concepts, Skills & Strategies](https://reader034.vdocument.in/reader034/viewer/2022042614/55954a571a28ab63398b4643/html5/thumbnails/12.jpg)
Partition and Quotation
Partition Quotation
Partition is sharing objects into groups
equally and see how many there are in
the group.
12 3 = ?
Quotation is repeated subtraction
where a small quantity. To find the
number of groups needed to divide up
the total.
I have 8 flowers, give 2 flowers to each
friend. How many friends can I give to?
1 group of 3
2 group of 3
3 group of 3
4 group of 3