Question for BC curriculum primary teachers or.... | ExpatWoman.com
 

Question for BC curriculum primary teachers or....

2392
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EW EXPERT
Latest post on 27 September 2011 - 18:37

...mums who have had children through a British curriculum primary.

How is addition, subtraction, division and multiplication taught? Specially in year 1? How much emphasis is put in the mental part of it?

Please don't turn this into a thread that will get deleted!

Thanks:)

645
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EW GURU
Latest post on 30 September 2011 - 16:10
I remember trying to 'grasp' the chunking stuff.... ... but the years rolled by and the other night I had to teach my DD how to factorise Linear expressions (I think that's what it is called). It was so so so HARD. But once we got it...it was darned easy. I just wish her Math teacher had spent 10 minutes explaining....it would have saved me 2 hours (yes TWO) of brain numbing. http://www.tech.plym.ac.uk/maths/resources/PDFLaTeX/factor.pdf My DD did this last year, the link really helped refresh my memory WOW, thanks for that! I wish I had asked on here before I bashed my brains...anyway it will help to prepare for the exams.
648
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EW GURU
Latest post on 30 September 2011 - 13:49
I remember trying to 'grasp' the chunking stuff.... ... but the years rolled by and the other night I had to teach my DD how to factorise Linear expressions (I think that's what it is called). It was so so so HARD. But once we got it...it was darned easy. I just wish her Math teacher had spent 10 minutes explaining....it would have saved me 2 hours (yes TWO) of brain numbing. http://www.tech.plym.ac.uk/maths/resources/PDFLaTeX/factor.pdf My DD did this last year, the link really helped refresh my memory
2958
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EW EXPERT
Latest post on 30 September 2011 - 13:16
http://www.mad4maths.com/parents/ V, this might help you understand the new way of teaching That's a great site - thanks for sharing! Mine love table mountain for times tables I have also been pointed to this site which is interesting http://www.mathszone.co.uk/
645
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EW GURU
Latest post on 30 September 2011 - 12:58
I remember trying to 'grasp' the chunking stuff.... ... but the years rolled by and the other night I had to teach my DD how to factorise Linear expressions (I think that's what it is called). It was so so so HARD. But once we got it...it was darned easy. I just wish her Math teacher had spent 10 minutes explaining....it would have saved me 2 hours (yes TWO) of brain numbing.
2392
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EW EXPERT
Latest post on 30 September 2011 - 11:45
Thanks for your replies everyone. C I will have a look at that website, I am sure it's helpful.
648
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EW GURU
Latest post on 28 September 2011 - 12:27
http://www.mad4maths.com/parents/ V, this might help you understand the new way of teaching
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EW GURU
Latest post on 28 September 2011 - 12:22
That's what I think. I think once you learn the fundementals and foundations properly, the rest will just fall into place. I don't understand why it is done the other way around these days. Lots of emphasis on mental maths and the children don't learn the proper ways of addition and subtraction. Wait until they get them doing chunking....... Chunking?
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EW GURU
Latest post on 28 September 2011 - 12:20
BINGO!! One of the main reasons I posted! What is wrong with good old vertical (column) addtion and subtraction? It is so much easier and just comprehensible. Thanks SugarBeach. vertical/column learning wasn't taught until the latter part of Year 2 for us.
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EW EXPERT
Latest post on 28 September 2011 - 12:18
I find the new methods a bit confusing too however my children are a bit older than some of the posters here and I can say that they do end up with a greater understanding of what they are doing and why rather than simply learning a technique and applying it. My dd can do mental maths in her head that I need to do on paper so imo the new methods might take longer but in the long run the outcome is better.
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EW GURU
Latest post on 27 September 2011 - 23:28
Gosh I remember when my DS was learning place value.....boy was it tough on him! I was teaching him the good ole fashioned way plus he used to go to Kumon which was the column method too.....& in school it was the place value way.....it confused him, thus taking him longer to grasp the concept....come year6/ 7 they are doing the column method & he finds it so much easier now.... school did do parent classes though to teach us the new teaching methods....maybe they should do that here too?
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EW NEWBIE
Latest post on 27 September 2011 - 21:14
Hi Irooni, I think in the British curriculum they really complicate maths. As Sugarbeach said there are too many pictures and diagrams to make it fun for kids but it's distracting. I think if they are are just taught the techniques and formulas then they can apply it to any equation. I have a DD in year 3 and her maths homework is still very basic, adding three numbers together etc.... second DD is in year 1 and again it's too easy for her age. I think best thing is to teach them both techniques, what we think is the the easiest and what they are taught in school :) <em>edited by TillyK on 27/09/2011</em>
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EW GURU
Latest post on 27 September 2011 - 20:41
I don't disagree with you TH. But my point is, shouldn't the teacher be teaching it first? Haha sorry I misunderstood what you meant. Yes, I agree with you totally, but unfortunately some schools seem to give out homework that hasn’t even been covered in class. When my DS was in year 1 I just did my own thing with him at home as the schools way was totally illogical. There are some really good sites that help with learning Maths whiz is one I can remember.
1566
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EW EXPERT
Latest post on 27 September 2011 - 20:35
I don't disagree with you TH. But my point is, shouldn't the teacher be teaching it first?
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EW GURU
Latest post on 27 September 2011 - 20:33
Nope. I've seen work books with *+8=15, as part of addition in Year 1, which is basically algebra (to me). No mention of the technique or concept of "inverse operations" (I thought you were talking 1/x there, but think I know what you mean), which requires them to grasp what the equal sign means. edited by Sugarbeach on 27/09/2011 I explained it to my child so they could relate it to real life, every day they perform an operation of going from home to school. Its inverse is going from school to home. (This way helped with my child you could try a different approach) The same logic applies to inverse operation. If you start with 5, add 3 to get 8, then the inverse would be to subtract 3 from 8 go back to where you started, that is to 5. The same with missing numbers you have to work backwards to work out what the missing number is.
1566
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EW EXPERT
Latest post on 27 September 2011 - 20:32
I think I am gonnna go cry now!! ahhhhhhhhhhhhh ...well, at least phonics is back in fashion again now for reading and writing. They need a similar rethink on Maths I think.
2392
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EW EXPERT
Latest post on 27 September 2011 - 20:16
I think I am gonnna go cry now!! ahhhhhhhhhhhhh
1566
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EW EXPERT
Latest post on 27 September 2011 - 20:15
Nope. I've seen work books with *+8=15, as part of addition in Year 1, which is basically algebra (to me). No mention of the technique or concept of "inverse operations" (I thought you were talking 1/x there, but think I know what you mean), which requires them to grasp what the equal sign means. <em>edited by Sugarbeach on 27/09/2011</em>
648
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EW GURU
Latest post on 27 September 2011 - 20:11
Ok Irooni, you got me started now on how maths is taught these days. What gets me when I flick through workbooks is how ill thought out and confusing many questions are in an attempt to make them exciting and fun - too many pictures, arrows, too busy, too much noise - it takes ME time to work out what the questions are trying to get at!! Oh, and the other thing is - how can I explain. They give them algebra questions, without teaching them it's algebra. Then they can't do it and they think maths is about KNOWING the answer rather than WORKING OUT the answer. Example: 9+3=12 Good. Fair enough. * +4=15 WTF?? They are supposed to do that? To just know the answer? How? By memory? Well my DD got stuck by this sort of question to start with and just say I don't know and gives up. They don't teach the algebra technique of *=15-4, which is the simple way to work it out. Hope I'm not sounding too ranty. edited by Sugarbeach on 27/09/2011 In the UK they’re taught about inverse operations before they move onto algebraic questions, that way they know that when a number is missing they work backwards. Maths is simple for little ones when its taught step by step but some schools seem to miss out fundamental parts of the mathematic process which makes it very hard for the children
648
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EW GURU
Latest post on 27 September 2011 - 20:07
and what is that? :) It’s another way of doing division, very long winded and totally pointless.
1566
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EW EXPERT
Latest post on 27 September 2011 - 20:06
Ok Irooni, you got me started now on how maths is taught these days. What gets me when I flick through workbooks is how ill thought out and confusing many questions are in an attempt to make them exciting and fun - too many pictures, arrows, too busy, too much noise - it takes ME time to work out what the questions are trying to get at!! Oh, and the other thing is - how can I explain. They give them algebra questions, without teaching them it's algebra. Then they can't do it and they think maths is about KNOWING the answer rather than WORKING OUT the answer. Example: 9+3=12 Good. Fair enough. * +4=15 WTF?? They are supposed to do that? To just know the answer? How? By memory? Well my DD got stuck by this sort of question to start with and just say I don't know and gives up. They don't teach the algebra technique of *=15-4=11, which is the simple way to work it out. Hope I'm not sounding too ranty. <em>edited by Sugarbeach on 27/09/2011</em>
2392
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EW EXPERT
Latest post on 27 September 2011 - 20:04
and what is that? :)
648
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EW GURU
Latest post on 27 September 2011 - 20:02
That's what I think. I think once you learn the fundementals and foundations properly, the rest will just fall into place. I don't understand why it is done the other way around these days. Lots of emphasis on mental maths and the children don't learn the proper ways of addition and subtraction. Wait until they get them doing chunking.......
648
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EW GURU
Latest post on 27 September 2011 - 20:01
BINGO!! One of the main reasons I posted! What is wrong with good old vertical (column) addtion and subtraction? It is so much easier and just comprehensible. The children in BC schools don't learn horizontal addition [b'>instead of[/b'> vertical addition; they learn horizontal before vertical. They wanted to discourage the rote learning of techniques or formulas in isolation of true understanding of place value I personally think children learn place value much easier with column addition/subtraction as they can clearly see the tens, units etc. I just do my way at home and the school does their way at school.
2392
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EW EXPERT
Latest post on 27 September 2011 - 19:50
That's what I think. I think once you learn the fundementals and foundations properly, the rest will just fall into place. I don't understand why it is done the other way around these days. Lots of emphasis on mental maths and the children don't learn the proper ways of addition and subtraction.
1566
Posts
EW EXPERT
Latest post on 27 September 2011 - 19:18
Apparently, and I'm not totally convinced, if they learn the vertical techniques they would know the technique but not really understand or grasp the concepts of ones, 10's and carry overs. I was taught the old school way and the grasping of the concepts and mental arithmetic kinda happened in my own mind, I think they try to teach it explicitly now in different ways. It ends up being a little convoluted and confusing, and loose, jmho.
2392
Posts
EW EXPERT
Latest post on 27 September 2011 - 19:02
BINGO!! One of the main reasons I posted! What is wrong with good old vertical (column) addtion and subtraction? It is so much easier and just comprehensible. Thanks SugarBeach.
1566
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EW EXPERT
Latest post on 27 September 2011 - 18:53
Not an expert, but DD's just finished Year 1 from what I gather, they do adding and subtracting, but not division or multiplication as such. But they also do maths concepts - shapes, fractions, time etc. From what I've seen, they are taught using games, counting forwards and backwards in number lines. They do maths sentences (horizontal) i.e. not vertical adding up - don't ask me why. For mental part, they should know by heart their number bonds to 10 and 20, their doubles up to 20. They should be able to count in 2s and 5s and 10s towards the end of the year.
 
 

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