When we give students pages of repetitive drill-and-kill practice sheets we are doing them a disservice. Students come to see such exercises as tests to be carried out as quickly as possible and as answer recall only. Yes, students need practice, but that practice needs to be designed to develop deep understanding, not just procedural knowledge and recall.

Pattern and Structure Number Talks.

These number talk sequences are designed to foster the expectation that students should always self-talk:

“Do I need to work every one of these or are some related?”
“Do I have a visual image that will help me with this one?”
“What patterns can I see?”

Thinking in this way develops fluent, efficient and flexible thinking about subtraction

 

The  activities in this book support the teaching of Foundation: ACMNA004 and Year 1: ACMNA015.

  • Description

    When we give students pages of repetitive drill-and-kill practice sheets we are doing them a disservice. Students come to see such exercises as tests to be carried out as quickly as possible and as answer recall only. Yes, students need practice, but that practice needs to be designed to develop deep understanding, not just procedural knowledge and recall.

    Pattern and Structure Number Talks.

    These number talk sequences are designed to foster the expectation that students should always self-talk:

    “Do I need to work every one of these or are some related?”
    “Do I have a visual image that will help me with this one?”
    “What patterns can I see?”

    Thinking in this way develops fluent, efficient and flexible thinking about subtraction

     

  • Australian Curriculum Links

    The  activities in this book support the teaching of Foundation: ACMNA004 and Year 1: ACMNA015.

  • Sample Activity

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