PowerPoint Template University of GreenwichPowerPoint模板格林威治大学.pptVIP

* * * * * * * * * * * Go through these in more detail now. Reversal, spelling/writing skills, 612 as 60012, 602 as sixty two or 9003 as nine hundred and three. New expectation for ALL often closely resembles previous expectations for more able. Yr 1 use of + - = (previously year 2), inverse in empty box problems Yr 2 addition of two 2-digit numbers, inverse for checking Yr 3 adding and subtracting 3-digit numbers (more formal methods introduced) Yr 4 formal calculation methods to + and – 4-digit numbers Yr 5 Add and subtract 4-digit+ numbers, solve problems involving nos to 3dp Yr 6 Long division and multiplication, dividing and multiplying fractions, division involving decimals to 2dp Multiplying or dividing by 10 requires a secure understanding of PV. Zero as a place holder eg 2 divided by 100 = 0.02 also not understanding that 20 divided by 100 doesn’t need to be written as 0.20. Japanese words (show Word document) Work with partner to say and understand Japanese. What makes this relatively easy? How does it compare with UK? Why isn’t seventeen written as 71 as the 7 is said first? Teen numbers are more difficult to learn and understand than many larger two digit numbers – yet we teach them first Children also confuse teens and multiples of ten (eg 14 and 40 – similar sound) Children often believe that the highest digit has the greatest value eg the 9 in 149 The naming system we use becomes clearer with larger numbers. Should we confine children to low numbers when investigating our number system? They will be able to interpret larger numbers, even though they cannot yet calculate with them – we will discuss further when looking at NNF. We can see the pit falls in our spoken word that can hinder understanding – research suggests that children in Japan develop an understanding of PV younger, this appears to be because number names are explicit (Stigler et al, 1990) Next slide shows all the vocab needed to say UK numbers. Compare