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session 4 & 5 ADDITION-AND-SUBTRACTION.pptx
- 1. TRAINING OF TRAINERSIN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS- May 27-28, 2025 Session 4 Addition of Whole Numbers
- 2. According to thePrinciples and Standards for School Mathematics, “the foundation for children’s mathematical development is established in the early years” (Seefeldt & Wasik, 2006, p. 249).
- 3. “In order tohave opportunities to learn math, children need firsthand experiences related to math, interaction with other children and adults concerning these experiences and time to reflect on the experiences” (Seefeldt & Wasik, 2006, p. 250).
- 4.
- 5. REKENREK • also calledan arithmetic rack or number rack • has emerged as perhaps the most powerful of all models for young learners. • designed to reflect the natural intuitions and informal strategies that young children bring to the study of numbers, addition, and subtraction. • provides a visual model that encourages young learners to build numbers in groups of five and ten, to use doubling and halving strategies, and to count-on from known relationships to solve addition and subtraction problems. • with consistent use over a short period of time, children develop a rich sense of numbers, and intuitive strategies for solving problem contexts that require addition and subtraction. Source: Learning to Think Mathematically with the Rekenrek Frykholm, J. 2008
- 6. Pre-Activity Show the followingusing concrete objects: 1. 48 3. 791 2. 456
- 7. Activity Find the sum. 1.48 + 21 2. 68 + 30 3. 153 + 342
- 8.
- 9. Activity Find the sum. 1.9+8 2. 28+37
- 10. Activity Find the sum. 1.9+8 2. 28+37 3. 87+74
- 11. Activity Find the sum. 1.9+8 2. 28+37 3. 87+74 4. 128+293
- 12. Activity Find the sum. 1.9+8 2. 28+37 3. 87+74 4. 128+293 5. 356+298
- 13. Group Activity Use concreteobjects to solve for the assigned word problem.
- 14. GROUP PRESENTATION TRAINING OF TRAINERSIN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS)
- 15. HUNDREDS TENS ONES 1010 10 1 1 1 10 10 1 1 1 1 1 1 3 2 2 7 + 5 9
- 16. HUNDREDS TENS ONES 10 10 101 1 1 10 10 1 1 1 1 1 1 2 7 3 2 + 5 9
- 17. 2 7 32 + 59 = 3 2 2 7 + 59 = Commutative Property of Addition
- 18. HUNDREDS TENS ONES 10 10 101 1 1 10 10 1 1 1 1 1 1 2 9 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 1 1 1
- 19. HUNDREDS TENS ONES 10 10 101 1 1 10 10 1 1 1 1 1 1 2 9 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 1 1 1 = 10 4
- 20. HUNDREDS TENS ONES 10 10 101 1 1 10 10 1 1 1 1 1 1 2 9 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 1 1 1 = 10 4
- 21. HUNDREDS TENS ONES 10 10 10 1 10 10 1 29 6 5 + 100 100 100 1 1 3 100 100 2 10 10 10 10 4 9 5
- 22. (25 129) + 283 = 283 = Associative Propertyof Addition 129 + (25 129) + 129 +
- 23. 0 3 2 + 59 =3 2 2 7 + 59 = Zero Property of Addition 0 + 0 27 =
- 24. Terms Used forAddition combine add total in all together altogether sum plus added added toincreased by
- 25. 91 92 9394 95 96 97 98 99 100 81 82 83 84 85 86 87 88 89 90 71 72 73 74 75 76 77 78 79 80 61 62 63 64 65 66 67 68 69 70 51 52 53 54 55 56 57 58 59 60 41 42 43 44 45 46 47 48 49 50 31 32 33 34 35 36 37 38 39 40 21 22 23 24 25 26 27 28 29 30 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10
- 26. TRAINING OF TRAINERSIN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS- May 27-28, 2025 Session 5 Subtraction of Whole Numbers
- 27. Pre-Activity Find the difference. 1.48 - 21 2. 25-19 3. 32-17 4. 90-71 5. 125-87 6. 342-98
- 28. Group Activity Use concreteobjects to solve for the assigned word problem.
- 29. GROUP PRESENTATION TRAINING OF TRAINERSIN MATH (CONCRETE-PICTORIAL-ABSTRACT APPROACH IN TEACHING MATHEMATICS FOR KS1 TEACHERS)
- 30. HUNDREDS TENS ONES 1010 10 1 1 1 1 1 1 1 3 7 2 2 - 1 5
- 31. HUNDREDS TENS ONES 1010 10 1 1 3 2 2 7 -
- 32. HUNDREDS TENS ONES 1010 10 1 1 1 1 1 1 1 3 2 2 7 - 1 1 1 1 1
- 33. HUNDREDS TENS ONES 1010 1 1 1 1 1 1 1 3 2 2 7 - 1 1 1 1 1 2 12 5
- 34. Terms Used forSubtraction left difference less than minus subtracted from decreased by take away
- 35. 91 92 9394 95 96 97 98 99 100 81 82 83 84 85 86 87 88 89 90 71 72 73 74 75 76 77 78 79 80 61 62 63 64 65 66 67 68 69 70 51 52 53 54 55 56 57 58 59 60 41 42 43 44 45 46 47 48 49 50 31 32 33 34 35 36 37 38 39 40 21 22 23 24 25 26 27 28 29 30 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10
- 36. Traffic Light Reflection Ineed to stop … I will continue to… I need to start …
- 38. Sources • Frykholm, J.2008, Learning to Think Mathematically with the Rekenrek • https://r.search.yahoo.com
Editor's Notes
- #2 It is important for children to have a variety of materials to manipulate and the opportunity to sort, classify, weigh, stack and explore if they are to construct mathematical knowledge.
- #3 Educational research indicated that the most valuable learning occurs when students actively construct their own mathematical understanding, which is often accomplished through the use of manipulatives.
- #4 Rekenrek counting frames
- #5 Rekenrek counting frames
- #13 Show your answer using the rekenrek
- #14 Show your answer using the rekenrek
- #15 Greet the participants and introduce yourself.
- #16 Show your answer using the rekenrek
- #17 Show your answer using the rekenrek
- #19 Show your answer using the rekenrek
- #20 Show your answer using the rekenrek
- #21 Show your answer using the rekenrek
- #22 Show your answer using the rekenrek
- #25 Educational research indicated that the most valuable learning occurs when students actively construct their own mathematical understanding, which is often accomplished through the use of manipulatives.
- #27 Present and read the session title and the learning journey. Tell the participants what session they are attending.
- #29 Show your answer using the rekenrek
- #30 Greet the participants and introduce yourself.
- #31 Show your answer using the rekenrek
- #32 Show your answer using the rekenrek
- #33 Show your answer using the rekenrek
- #34 Show your answer using the rekenrek
- #35 .
- #38 Remember : We don’t just make mathematics lessons meaningful for our learners if we allow them to use manipulatives, but we are also empowering them to become problem solvers.