This book provides teaching plans for key numeracy topics, aimed at those working with students aged 9-16 in order build the self-esteem of students who need extra help and give them a basic foundation in number.
This practical book draws on Ronit Bird’s teaching experience to create detailed strategies and teaching plans for students aged 9-16 who have difficulties with number. Activities and games are used to teach numeracy skills in these key areas: number components, bridging, multiplication, division and reasoning strategies.
New to this edition:
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An updated Part I, improving the clarity and flow of the teaching ideas, including a table mapping games against specific teaching points
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More activities and guidance for multiplication and division
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A new Part V, consolidating new and existing teaching games in one place
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4 new videos added to the online resources
This is an ideal resource for class teachers, SENCO (Special Educational Needs Co-ordinator) and maths subject leader, and is equally useful for teaching assistants and learning support assistants.
Recenzijos
The underlying teaching approach in all Ronit Birds work is to provide the necessary concrete and practical experience in an enjoyable manner through games and activities, not worksheets while at the same time helping learners through the important transition between concrete and abstract calculation techniques - Jan Beechey -- Jan Beechey * Dyslexia Review *
| About the Online Resources |
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viii | |
| About the Author |
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ix | |
| Introduction |
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x | |
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PART I STOP COUNTING IN ONES |
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1 | (12) |
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1 How to help pupils stop counting in ones |
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3 | (10) |
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PART II THE BRIDGING TECHNIQUE |
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13 | (38) |
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2 Pre-skills for learning the bridging technique |
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15 | (12) |
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27 | (10) |
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4 Bridging through multiples of 10 |
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37 | (14) |
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PART III THE AREA MODEL OF MULTIPLICATION AND DIVISION |
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51 | (70) |
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5 Pre-skills for the area model of multiplication and division |
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53 | (9) |
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6 The area model of multiplication and division |
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62 | (31) |
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7 Making the transition from the area model to standard written algorithms for short and long multiplication |
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93 | (12) |
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8 Making the transition from the area model to standard written algorithms for short and long division |
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105 | (16) |
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PART IV REASONING STRATEGIES |
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121 | (16) |
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123 | (14) |
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137 | (28) |
| Glossary |
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165 | (4) |
| Suggestions for further reading |
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169 | (2) |
| Index |
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171 | |
Ronit Bird is a teacher whose interest in pupils with specific learning difficulties began with a focus on dyslexia. She qualified as a teacher at London University and subsequently gained a further qualification as a specialist teacher of learners with SpLD. While working with dyslexic pupils in a mainstream school, Ronit started to develop strategies and teaching activities to help support the learning of pupils who were experiencing difficulties in maths.
Ronit has taught in both primary and secondary settings, and has worked as a SENCO in both the independent and state sectors. As part of the Harrow Dyscalculia Project in 20062010, Ronit ran training courses on dyscalculia for subject leaders, teachers and teaching assistants, later working in an advisory capacity with participating schools across the Harrow LEA.
Ronit currently works as a teacher and continues to create and deliver professional development courses for teachers. Over the past few years Ronit has developed a growing interest in making demonstration videos for teachers and parents.
