This weeks focus was on Subtraction. Students will need to know the concept of Addition very well in order to understand Subtraction as they are the inverse of each other. It is important not to use the word minus and only refer to take-away and can not be related to other types of Subtraction. There are 3 different types of Subtraction.
Concepts, Skills and Strategy:
Concept- Understanding the concept of Subtraction the total always needs to be known, it is important to know one part of the total in order to find the missing part. Creating a Subtraction story can also help students with their understanding of the topic, in a subtraction story the total is always on top.
Skill- When trading starting in the ones column this can be done by using materials such as MAB blocks rounding up numbers and counting by moving up the ability to subtract without a calculator.
Strategy- As stated previously a subtraction story demonstrates 3 types of subtraction which students need to be aware of and these are: take-away, difference or comparison and missing addend.
Misconception :
A big misconception is that big numbers are not always at the top in the case of the same number such as: 8-8 or 8-9 which is an impossible calculation. When teaching negative numbers children may get confused an example would be -8 +9=?. Furthermore, children will not be able to describe how they completed the equation or why they did.
Resources:
According to the Australian Curriculum ( ACARA) under NAPLAN under the Calculating section. It states that children in Years 3 and onward should be able to recall basic facts with smaller numbers and use them in both addition and subtraction. Using number facts to up 20, to assist in the students use of adding and subtracting from two digit numbers. Furthermore, students should be able to use both mathematical functions to solve simple problems and link terms to the appropriate operation to be able to recognise problems that only require one operation.("NAP - Minimum standards - numeracy", 2016).
Sourced Teaching Strategy:
(Pintrest- https://www.pinterest.com.au/pin/184577284701548376/?lp=true)
Textbook Concepts, Skills and Strategy:
According to the text, subtraction facts that were under 10 were to be taught to children 6 years of age and subtraction facts that were above 10 to be taught to children 7 years old. Borrowing or carrying of numbers were started to be taught to children ages 8 and above. The concept of subtraction are developed through concrete, pictorial and abstract representations, a visual representation using counters, blocks or a number line can be used to demonstrate both addition and subtraction. Using pictures and a number line can help students visualise and demonstrate the idea of subtraction, it is equally as important to note that subtraction problems can be easily thought of as missing addend problems as the same strategy of "think addition" is used. In some instances both operations ( addition and subtraction) can be taught together, as mentioned the " think addition" strategy is vital when learning and understanding subtraction. Children should be encouraged to recognise, think about and use the relationship between both operations in order to find the answer (Reys. R, 2012).
References
Jamieson-Proctor, R. (2019). Learning Environment Online: Log in to the site. Retrieved from https://leo.acu.edu.au/mod/book/view.php?id=2406565&chapterid=189992
Mathematics. (2019). Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/?
Reys, R. (2017). Helping children learn mathematics (2nd ed., pp. 286,351). Milton, Qld: Wiley.
Year 3 Mathematics- Work Sample Portfolio. (2011). Retrieved from http://docs.acara.edu.au/curriculum/worksamples/AC_Worksample_Mathematics_3.pdf
Year 3 Work Sample Portfolio. (2014). Retrieved from http://docs.acara.edu.au/curriculum/worksamples/Year_3_Mathematics_Portfolio_Satisfactory.pdf
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