View PDF - Numicon
Numicon –
Making Sense of Numbers
Margi Leech -‐ Consultant margi@numicon.co.nz
In this session we aim to:
• Become familiar with the apparatus
• Why children struggle with numbers
• Explore ‘Numicon helps children gain Number Sense’
• What we can do with numbers
© Oxford University Press 2014
Apparatus
• Shapes
• Baseboard and overlays
• Pegs
• Feely bag
• Number lines
• Spinners and overlays
• Pan balance
• Rods and number trays and track
Structured number representaOons...
Helping children make connecOons
Copyright OUP 2014
What is mathema<cs?
In mathemaOcs and staOsOcs, students explore relaOonships in quanOOes, space and data and learn to express these relaOonships in ways that help them make sense of the world around them.
NZ Curriculum
© Oxford University Press 2014
What does this mean for teaching?
• Open ended tasks and challenges
• EffecOve quesOoning strategies
• Making Skills and CapabiliOes explicit
• OpportuniOes to work collaboraOvely
• More self-‐directed learning
• Making connecOons
Challenges in learning maths
Some key factors influencing mathema<cal learning
• ability to sequence
• working memory/auditory, visual
• processing
• language skills
• motor skills
• aWtude
• teaching approach
© Oxford University Press 2014
The language of mathema<cs
© Oxford University Press 2014
Which paDern can you es<mate the easiest and the quickest?
© Oxford University Press 2014
How many?
© Oxford University Press 2014
Calcula<ng not coun<ng
© Oxford University Press 2014
What Numicon can do to make a difference
Sense of achievement and confidence for child by
‘acOvely’ doing maths
Enhance teachers’ subject knowledge, pedagogy and therefore their confidence
Progression, support and challenge for children of all abiliOes
© Oxford University Press 2014
Skills children in mathemaOcs for
‘secondary readiness’ and beyond
Who is Numicon for? EVERYONE!
© Oxford University Press 2014
Connec<ons in mathema<cs
PaZern
(and Algebra)
Geometry
(StaOsOcs covered where appropriate)
Measurement
(StaOsOcs covered where appropriate)
Number
© Oxford University Press 2014
Interconnectedness of mathemaOcs -‐
Numicon
CalculaOng
Generalizing
If…
4 + 3 = 7
Then…
14 + 3 = 17
24 + 3 = 27
34 + 3 = 37
© Oxford University Press 2014
Numicon is embedded into play ac<vi<es inside…
© Oxford University Press 2014
In context…
© Oxford University Press 2014
Coun<ng to calcula<ng
first next a_er before last
8
eight
1 2 3 4 5 6 7 8
Locating, Matching, Seeing relationships
9 10
PaDerns in number
3 + 4 = 7
4 + 3 = 7
7 – 3 = 4
7 – 4 = 3
© Oxford University Press 2014
Equivalenc e
© oxford university press 2014
25
26
Numbers and the Number system-‐ Place Value tens ones
1 7
What will Numicon feel like for the children
(and us)
?
© Oxford University Press 2014
Interac<ve Whiteboard So^ware
© Oxford University Press 2014
From Geometry, Measurement and Sta<s<cs 2, Teaching Handbook
Geometry System 5, Focus Ac<vity 3 and 4
Rota<ng Numicon Shapes
© Oxford University Press 2014
Stages 0-‐4 and early 5 in Years 1 and 2
© Oxford University Press 2014
Stages 5-‐6 and early 7 in Years 3 and 4
© Oxford University Press 2014
Numicon-‐ so versa<le!
We explored:
• Odds and evens
• ‘Before’
• Teen numbers
• Place value
• FracOons
• Decimals
• Percentages
• Geometry-‐ perimeter, area, raOo, rotaOon, graphs
Numicon shows paZerns in:
• addiOon
• SubtracOon
• + and -‐ as being inverse
• MulOplicaOon as being repeated addiOon
• DescripOon of arrays as being commutaOve
• Language of division
• Square roots, square numbers
© Oxford University Press 2014
There’s no magic in the plas<c, it’s what you do with it that counts…
