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Developing Mathematical Thinking In Number : Place Value

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Checking Understanding

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What is the value of the digit 3 in the number 306? Do pupils understand that 0 is a place holder? What experience have the pupils had of partitioning numbers? How can we ensure understanding and develop learning?

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Checking Understanding Here is a number sentence. 2,000 + + 30 + 9 = 2,739 What number goes where the is to make this sentence true? Algebraic thinking – substitution and variables. Substitute a value into the empty box. If the numbers changed the box value would vary. Do we ask pupils a range of questions to check understanding ? Have pupils had practical experience of partitioning numbers? Also...

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Checking Understanding What number equals 3 ones + 5 tens + 4 hundreds + 60 thousands? A. 6,453 B. 60,453 C. 64,530 D. 354,060 E. 604,530 What opportunities do we give pupils to work with large numbers? Writing large numbers: Should pupils be aware that both a space and a comma can be used in large numbers? Writing large numbers: Should pupils be aware that both a space and a comma can be used in large numbers? What range of questions do we ask pupils to check understanding ? What experience have the pupils had of partitioning numbers? Ones? Units? The same as each other Ones? Units? The same as each other

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Checking Understanding What is the value of the 4 in the number 1.4? A. Four Units B. Four tenths C. Fourteen hundredths D. One quarter What opportunities do we give pupils to work with decimal fractions? Do we build on prior experience of using number lines ? Are pupils able to identify the position of a decimal fraction on a number line? Do we build on prior experience of using number lines ? Are pupils able to identify the position of a decimal fraction on a number line? What range of questions do we ask pupils to check understanding ? What experience have the pupils had of partitioning numbers decimal fractions?

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Further support for progression in mathematics http://www.ltscotland.org.uk/curriculumforexcellence/mathematics/ou tcomes/moreinformation/developmentandprogression.asp

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Next steps What information will you share with colleagues? What might you or your staff do differently in the classroom? What else can you do as to improve learning and teaching about number What impact will this have on your practice?

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Lesson 1-2. Read the number before the decimal point. Say “ and ” when you get to the decimal. Read the number after the decimal. Say the name.

Lesson 1-2. Read the number before the decimal point. Say “ and ” when you get to the decimal. Read the number after the decimal. Say the name.

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