Addition concepts, skills and strategies:
The big ideas:
Personal reflection:
Concept, skills or strategy:
RESOURCES
LANGUAGE
SYMBOLIC
Familiar objects: Dolls, toys, cards for counting on, adding doubles and use tens, addition mats with objects to use for counting
Substituted objects: Counters, blocks.
Counters, blocks, MAB blocks, place value mats.
Student language stage:
Materials language stage:
Mathematics language stage:
A possible misconception:
Students may know the commutative property of addition, but be unable to demonstrate this in practice. To remedy this, using addition mats will benefit demonstrations that ordering of numbers will not change the answer.
Addition mat made by me
ACARA:
Resources:
Word Count: 263
The big ideas:
This week introduced concepts, skills and strategies of addition. A concept is the understanding/picture you form in your head. Possessing efficient strategies, and utilising skills assists in processing concepts. Reys et al. (2020) suggest introducing strategies with concrete objects, reinforcing with resources, then practising daily. This aligns with Ritchhart’s (1999) reading emphasising providing frameworks for making sense of a discipline.
Personal reflection:
My definition of addition was ‘total of two or more numbers put together’. Whilst this is unchanged, the importance of understanding the addition concept was new. When teaching addition in the classroom, ensuring that skills and strategies assist the development and consolidation will be a priority.
Concept, skills or strategy:
There are three main addition strategies:
1- Counting on (0-3)
2- Adding doubles (3+3)
3- Use tens
Useful resources for developing strategies are folding addition cards.
RESOURCES
|
LANGUAGE
|
SYMBOLIC
|
Familiar objects: Dolls, toys, cards for counting on, adding doubles and use tens, addition mats with objects to use for counting
Substituted objects: Counters, blocks.
Counters, blocks, MAB blocks, place value mats.
|
Student language stage:
“Four kids put with three kids makes seven kids altogether”
Materials language stage:
“Two blocks and five blocks makes seven blocks altogether”
Mathematics language stage:
“Three add three equals six”
|
A possible misconception:
Students may know the commutative property of addition, but be unable to demonstrate this in practice. To remedy this, using addition mats will benefit demonstrations that ordering of numbers will not change the answer.
 |
| Addition mat made by me |
ACARA:
Addition: Foundation year / Number and Algebra/ Number and place value / ACMNA004
Elaboration:
- Use a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials
- Using Aboriginal and Torres Strait Islander methods of adding, including spatial patterns and reasoning.
Scootle resource: Counting pirate treasure https://education.abc.net.au/home#!/media/522497/ Watch as pirates count out their gold. This resource fits the student and material language stage, as no mathematical language is used.
Resources:
Roadblock: addition within 20
This car-based game requires students to drive through tunnels and join numbers to make 10 or 20.
Word Count: 263