2.5 Literacy and numeracy strategies
Proficient: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
Evidence 1: Mental strategies- place value
One daily mental routine I found very successful when teaching Reception was our ten frame buttons. Each day we would work out the date e.g. the 15th. Then we would count out that many buttons, creating a visual of 10's and 1's. Children could then practise writing the number correctly on the carpet, arm or even their neighbour! Through this mental routine we also practised counting to and from, identified what comes before and after and looked at simple addition/subtraction (e.g. how many more do we need to make 10?).
Evidence 2: Guided discovery lesson- patterns and arrays
My Year 1 group were very confident with skip counting and addition and I was looking for a way to extend their thinking. I found a book about a lion eating cake which showed some beautiful cake arrays and set up a couple of lessons to extend the students' thinking around repeated addition, patterns and multiplicative thinking.After we had learnt what an array was we saw them everywhere! Students then went on to label the rows and columns and note down how many ..... altogether. An extension group then went on to use arrays to work out their 3 and 4 times tables (after we had ascertained they were confident with the easier ones)!
Evidence 1: Mental strategies- place value
One daily mental routine I found very successful when teaching Reception was our ten frame buttons. Each day we would work out the date e.g. the 15th. Then we would count out that many buttons, creating a visual of 10's and 1's. Children could then practise writing the number correctly on the carpet, arm or even their neighbour! Through this mental routine we also practised counting to and from, identified what comes before and after and looked at simple addition/subtraction (e.g. how many more do we need to make 10?).
- Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001)
- Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
- Compare and order duration of events using everyday language of time (ACMMG007)
- Represent practical situations to model addition and sharing (ACMNA004)
Evidence 2: Guided discovery lesson- patterns and arrays
My Year 1 group were very confident with skip counting and addition and I was looking for a way to extend their thinking. I found a book about a lion eating cake which showed some beautiful cake arrays and set up a couple of lessons to extend the students' thinking around repeated addition, patterns and multiplicative thinking.After we had learnt what an array was we saw them everywhere! Students then went on to label the rows and columns and note down how many ..... altogether. An extension group then went on to use arrays to work out their 3 and 4 times tables (after we had ascertained they were confident with the easier ones)!
- Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)
- Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
- Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)