Addition and Subtraction
Addition and Subtraction is a large component of level 3 mathematics (Year 5 and 6)
Maths Strategy Groups
There will be 3 initial strategy groups set up. Students are able to join another group as well as their group is they need more support or a challenge.
Year 5 strategies for addition and subtraction
Solve addition problems by Solve subtraction problems by
compensation from tidy numbers using equal additions from tidy
numbers
Year 6 strategies for addition and subtraction
Solve addition problems by Solve subtraction problems by
compensation from tidy numbers using equal additions from tidy
numbers
Addition and subtraction strategies follow a progression and successively build on earlier strategies and number knowledge.
In the lower levels (year 1-4) students are exposed to a number of strategies to solve particular maths problems.
At year 5 and 6 students are expected to have a larger range of strategies and be able to chose the best strategy to solve a particular maths problem.
In short, the number of strategies increases as students get older.
Stages explained
| Stage 0: Emergent | The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or one-to-one correspondence. |
| Stage 1: One-to-one counting | The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets. |
| Stage 2: Counting from one on materials | The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. |
| Stage 3: Counting from one by imaging | The student is able to visualise sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. |
| Stage 4: Advanced counting | The student uses counting on or counting back to solve simple addition or subtraction tasks. |
| Stage 5: Early additive part-whole | The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts (for example doubles, fives, making tens). |
| Stage 6: Advanced additive/early multiplicative part-whole | The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (for example place value positioning, rounding and compensating or reversibility). The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems (for example doubling, rounding or reversibility). |
| Stage 7: Advanced multiplicative part-whole | The student is able to choose appropriately from a broad range of mental strategies to estimate answers and solve multiplication and division problems. These strategies involve partitioning one or more of the factors (for example place value partitioning, rounding and compensating, reversibility). |
| Stage 8: Advanced proportional part-whole | The student can estimate answers and solve problems involving the multiplication and division of fractions and decimals using mental strategies. These strategies involve recognising the effect of number size on the answer and converting decimals to fractions where appropriate. These students have strongly developed number sense and algebraic thinking. |
Where should my child be?
To be AT the expectation you should be at ... by the end of the year
STAGE 6
B - beginning
Starting out
|
P = proficient
Got it
|
A = advanced
Ready to move on to the next level
|
Year 5
|
Year 6
|
Year 6
|
==================================================================
STRATEGIES
Below is a list of the strategies for each stage, with video and powerpoint links.
I appreciate it is a little different from how we did it. Please note that these are strategies to solve maths problems, they are NOT the only strategy. Students need to learn a range of strategies, and choose the more efficient.
The good old way we learned of 234
+ 145
-------
379
is still a strategy, and should be taught.
KEY STRATEGIES
at each year level
|
Year 4 strategies
EA = early additive
|
Year 5 strategies
late EA +
AA = advanced additive
|
Year 6 strategies
AA = advanced additive +
EM = early multiplicative
|
The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts (for example doubles, fives, making tens).
|
The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (for example place value positioning, rounding and compensating or reversibility).
The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems (for example doubling, rounding or reversibility).
|
As with year 5 plus students are now staring to use multiplcation strategies to solve problems
|
Early Additive
8 + 7 = 15 as 8 + 2 = 10, 10 + 5 = 15
Tim has 14, Steve has 18.
How many more does Steve have?
As 14 + 4 = 18, 18 - 4 = 14
| ||
Early Additive/ Advanced Additive
286 + ? = 400
29 + ? = 63
54 - 29 = as 29 + ? = 54
| ||
AND SOME OF
|
Advanced Additive
55 + 98 as 53 + 100 = 153 ( + - strategy)
173 - 98 as 175 - 100 = 75 ( + + strategy)
|
No comments:
Post a Comment