@gareth_metcalfe I did this with column addition with one pupil who just wasn't getting it. We just added the ones column yesterday and concentrated on exchange. Today, we totalled the tens, remembering the exchange. I'm going to combine the steps tomorrow but doing each in a different colour ๐ค
@gareth_metcalfe ...I love & enjoy maths & laugh alot in my lessons (as do the children, probably because of that) but I don't aim for 'fun' and definitely don't presume to tell the children what they'll find fun. I have individual, ongoing conversations about enjoyment, satisfaction etc though
@gareth_metcalfe Fun is a vague term and means different things to different people. If I think about what I do for relaxation, enjoyment or fulfilment, it's not necessarily 'fun'. And what I do for fun, I wouldn't want to do all the time.....
Our lead came up with the FABULOUS idea of โthe masked readerโ for world book day. Each teacher will record themselves reading the blurb of a book with a filter. A montage is created and the children have to guess who the masked reader is! I think Iโm more excited than the kids๐คฃ
Wow @hill_primary. Together we raised ยฃ1100 for @YoungMindsUK with the Rose Hill marathon and our #helloyellow day. Have a mindful and relaxing half term. I will try to run, read, sleep, do crosswords and play the piano. What will you do for your wellbeing?
@nrichmaths Used https://t.co/GQWgrDQJY4 with some y6. Overheard "These are the same so..." Got so close, but used 9 twice. Once we placed 8&7 together, they were off. Good to generate curiosity for independent problem solving & to intervene slightly to scaffold final thinking
Finished the Rose Hill marathon in 4.12. 10 laps round the streets near the school I teach in. Thankyou to those that ran laps with me and to the families that turned out lap after lap to cheer us on. You were our inspiration today ๐ #LondonMarathon#The40thRace
@ThomasJHassall @NCETM We did it visually on blank number lines before the abstract and used stem sentences "it is between ... and ... It has more/less than 5 (H, T, O etc) so it's closer to ..." Different bits helped different children. Seemed pretty effective but we're only recalling 1 week on!
@ThomasJHassall @NCETM We spent some time noticing the similarities between rounding eg 3658 to the nearest 1000 and 13658, 613658 etc etc. This enabled us to focus on the important digits and do the rounding in the context they find easiest before applying it to the original number. 1/2
Eek! 2 more sleeps until the Rose Hill marathon. I'll be passing school ten times starting at 10am on Sunday so if you see us while you're out and about, give us a shout and a wave @YoungMindsUK@hill_primary
@gareth_metcalfe I asked him how he did it today. "I divided 1360 by 2 three times." I hadn't thought of approaching it that way. Very clever and flexible thinking.
@gareth_metcalfe Although there's a much simpler answer, I love the thinking that's gone into the final answer (both of them) here. Had me reaching for the calculator (it works!!)
@gareth_metcalfe Yes. In the night I woke up and also thought it could be good to have a before and after pic of the tricky ones you have here and ask "What's been added?" Love your resources. Thankyou!
@AlisonHogben Love this game! It's fun when there's more than one of the same digit and they have to zap them together. And we have extended by adding to make zero (although there comes a point where you're left with a non-zero digit)