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# We can do Maths 5

X marks the spot.

Symbols can be a nightmare for children struggling with maths. That's because its a new language - a maths language. And, as with learning any new language it takes time. For some children it is more difficult than for others and they will need to find ways to help them remember.

With Tiny, it was X marks the spot to tie in with his love of pirates. The division symbol is a little harder at the moment for him to remember. When we start to look at fractions again, it might become clearer. Symbols - What are they?

## Last weeks review.

Multiplication and Division

It was a lovely easy start to the week which meant that Tiny gained more and more confidence. This was a good thing after finding the money week very difficult. The problems I drew in his book he found very funny and decided that he would like to do some himself.

This was a great way of reinforcing that each group had to have an equal amount. 5 Numicon

Numicon play

Playing about with the Numicon always goes well.

He enjoyed this, but did become very tired of the writing in his book so I wrote some of the calculations for him.

5+5+5+5+5+5+5= 7 X 5

Use these symbols to make these statements correct.

More symbols, but these ones he knows and understands. < > =

3 X 5 ____ 5 + 5 + 5 + 5

2 X 2 ____ 2 + 2

Using Arrays

Using arrays allows children to explore the commutative relationship between multiplication facts - i.e. 5 X 2 = 2 X 5 We used arrays a lot toward the end of the week. By grouping the cubes together and then making sure they made a rectangle, Tiny was able to work out his multiplications.

I gave him ten cubes and asked how many arrays could he make?

After a few tries he worked out that he could get 2 X 5 and that was the same as 5 X 2. What did surprise him was making an array in one long column - 1 X 10.

Often the one times table is not explained well enough.

The same as the 0 X 10 = 0. A lot of children get questions like this wrong in test.

We didn't get onto our array town this week. We can always come back to that for a quiet activity another time. ## (Draw an image and write a calculation to represent the problem)

1. With ten cubes how many arrays can you make? We also tried it with 12 cubes.

I introduced the word FACTOR at this time, but only briefly.

### Example: All the factors of 12

2 × 6 = 12,but also 3 × 4 = 12,and of course 1 × 12 = 12.

So 1, 2, 3, 4, 6 and 12 are factors of 12.

2. There are 3 dolls in each basket. There are four baskets.

How many dolls are there all together?

3. There are 5 children sitting down for tea. They all have 3 sandwiches each. How many cakes did they eat altogether?

For both these problems we used Numicon and could do them easily.

He was doing so well I decided to find out if he would cope with work from a textbook. He has a fear of working from textbooks, as he says they are boring. This is a page from a year 3 textbook. He only managed the first half of the page before losing concentration, but it was such an achievement for him to even attempt it.

Sharing (Division) we did not manage to get onto last week because we spent a lot of time reinforcing multiplication. So we will start with that this week.

## Division and Multiplication

It is important the division is related to multiplication, and wherever possible I will be re-capping on some of the work we did last week.

We're going to start off with this problem that we didn't manage to get done last week. Ask questions like 'How many petals altogether?'

'If there were 30 petals, how many flowers would there be?

There are 35 fingers. How many hands?

Write and draw the calculations.

## Now is the time to introduce the division symbol.

### Draw what you have just done. Continue with sharing problems and discuss them being related to multiplying.

Have fun with numbers, counters, objects, cakes and chocolate this week.

Whatever you can share (divide) is good. Even dividing up the dinner into equal portions is great for the concept of sharing.

## Now instead of using the bar model all of the time - now use Numicon or cubes.

### 60 divided by 3

I use lot's of images in his book and encourage him to draw images of his own. ### How many pots will we need? ### You can use a number line to work out equal groups.

For the first one I will show how to jump along the number line in jumps of 2.

Then we will count the number of jumps to give us the answer.

## Reasoning and Problem Solving

(I have written these problems into his exercise book)

### Does he have enough to ride on the Ghost Train?

All of these will need support and the use of equipment to be able to answer them. It is good for Tiny to face what he will think are impossible problems.
As we work on them together he will see that you can find an answer if you work through problems step by step.

## Finally back to sharing and grouping.

### (20 / 4 = 5 20 / 5 = 4 5 X 4 = 20 4 X 5 = 20)

3. Can you use a bar model to work this out?

Janet had 15 sweets and shares them between 3 friends. 15 / 3 =

4. Mark has 20 sweets and shares them between 10 friends. Show this on a bar model.

20 / 10 =

5. Use Numicon to work out the answer to this problem.

40 / 2 =

Explain what you did.

6. Can you work out this problem in the same way?

60 / 3 =

7. Jelly beans come in packs of 20.

We need to put 5 jelly beans into each party bag.

How many party bags will we need?

(20 / 5 = )

I know there seems to be a lot of repetition this week, but for Tiny there needs to be. A lot of children need to tackle the same problem in different ways. Tiny has a LOT of problems with maths, and the biggest problem he has is fear of not be able to do it and getting in wrong.

By working together and talking a lot about what we are doing as we are doing it, it is helping him grow those new connections in his brain. Every time he tackles a problem, it is helping him for the next time he see a similar problem.

Eventually he will find a way of solving the problems that is quicker and easier for him.

He is making so much progress. In less than a year he has come from not even being able to add the simplest of numbers to now doing multiplication and division.