Numeracy Project Workshop 4

Multiplication, Division and Fractions, Decimals and Percentages

Learning Outcomes Identify strategies students use at each stage of the framework Identify strategies students use at each stage of the framework Become familiar with booklets and how to use them. Become familiar with booklets and how to use them. Use appropriate models and contexts to develop ideas about multiplication, division, fractions and percentages by observing strategy activities for classroom implementation. Use appropriate models and contexts to develop ideas about multiplication, division, fractions and percentages by observing strategy activities for classroom implementation.

Re-cap  Explain knowledge teaching  Explain strategy teaching How ? When? Why? Where? How ? When? Why? Where?  Why is grouping important?  What was the key learning for you from the last visit

Warm up activities  Multiplication Spider web  Multo

Identify strategy stages for multiplication and division  Create a story shell to solve these equations. 2 x 5 4 x 24 7 x 38 __ x 3 =81 2 x 5 4 x 24 7 x 38 __ x 3 =81  In groups identify how you would solve these problems at different strategy stages, using table.  What type of strategy is this?

Strategy Teaching Using teaching model pick an activity to share with group and develop a practice activity.

Create Open Ended Problems Questioning is the key to successful numeracy development. Here are some ideas you can use to support strategy development in practice of follow up activities.

Strategy Stages Fractions, Decimals and Percentages

Warm up  What we know about ½  Loopy  Body Fractions

Fraction Models  Continuous models lengths & regions lengths & regions Part to whole This cuisenaire rod is 2/3 of the length. How long is the length? Whole to Part Cut this circle into quarters.  Discrete models sets Part to Whole Here are 2 lollies. They are ¼ of a bag. How many lollies are in the bag? Whole to Part Here are 12 lollies. If you eat ¼ of them, how many do you get?

Stage CA - AC  Common vocabulary for unit fractions  Equal sharing of materials  Teacher records fraction  Children will be able to solve simple problems by imaging the materials, e.g. 1/2 of 8, by sharing out 8 equally into 2 groups. e.g. 1/2 of 8, by sharing out 8 equally into 2 groups.

Stage AC - EA  Fraction strategies dependent on number knowledge.  Fractions of sets using additive strategies.  Ordering fractions using materials.  Solving fraction problems- answer is greater than one  Recording using symbols.

Stage 5 – 6 EA - AA  Use problems involving 1/3, 1/5 and larger denominators  Use multiplication and addition facts to find answers to fraction problems  Introduce 1/10 and 1/100  Introduce simple ratio ideas

Stage AA - AM Equivalent Fractions Using variety of Multiplication strategies to solve to find fractions of whole numbers e.g1/3 of 27, 27÷3=9 Decimal Numbers Role of the decimal point Decimal relationships in our place value system

Smarties Mini boxes have 6 red and 3 black Smarties Midi boxes have 16 red and 8 black Smarties Maxi boxes have 40 red and 20 black Smarties What fraction of the Smarties in each box is red? What do these fractions have in common?

Stage 7-8 AM -AP  % - a fraction out of 100  Ratios  Proportions 7/20 35% /20 65% : 13

Smarties These boxes of Smarties have two colours, yellow and blue.  If 6 Smarties are blue 2/5 are yellow. How many are yellow?  What is the ratio of blue to yellow?  What proportion are blue?  What percentage are blue?

What should be happening in your Classroom  Evidence of daily lesson format in planning.  Learning outcomes displayed to enable children to reflect on learning.  Modelling books to be used for group teaching.

Next Visit  You will model Multiplication/Division  We will model Fraction/Decimals