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Numeracy Parent Evening “The need for people to be numerate, That is, to be able to calculate, estimate, and use measuring instruments, has always been identified as a key outcome for education.” (MINZC p.7)

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History TIMMS & NEMP results indicated a need for greater understanding of number. Count Me in Too (Australia) Australian model adapted to suit NZ students and framework extended Numeracy projects ENP ANP INP and SNP

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A Problem to solve Jan has 9 fish in her fish bowl. She adds 8 more. How many fish are there altogether?

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Another Problem There are 53 people on a bus and 26 get off. How many people are left on the bus?

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Another Problem I have 6 baskets with 24 flowers in each. How many flowers do I have altogether?

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Strategy is about how children solve number problems, in particular the mental processes they use. Creates new knowledge through use Strategy Knowledge Provides foundation for strategies Knowledge considers the key items of knowledge that children need to acquire.

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Numeracy Stages Emergent One to One Counting Count from one on Materials Count from one by Imaging Advanced Counting Early Additive Part-Whole Advanced Additive Part-Whole Advanced Multiplicative Advanced Proportional Counting Strategies Non Counting Strategies

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The Last problem! It takes 10 balls of wool, to knit 15 beanies. How many balls of wool does it take to knit 6 beanies?

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Games and Activities Play a game What knowledge is required or being developed ? What strategies are being reinforced?

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Classroom Teaching Group teaching More hands on activities Less Teacher directed Lots of interaction and discussion Strategies are taught, practiced, then reinforced through activities and games. Children are made aware of what they learning by sharing learning outcomes

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“We use what we know to work out what (we think) we don’t know.”

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