Addition and Subtraction is a large component of level 3 mathematics (Year 5 and 6)
Maths Strategy Groups
There are 3 groups Yellow Green Red
Yellow are working at the start and middle of stage 5
Green are working at the end of stage 5, and the beginning of stage 6
Red are working at the end of stage 6 and beginning of stage 7
Previous Strategy

Current strategy

Future strategy


Solve subtractions problems when one number is close to 10
 Year 4 review strategy Solve addition problems by using compensation from tidy numbers (equal additions) Year 5 strategy 

Current strategy 
Future strategy
 
387 + 89 =
as 387 + 89
+13  13
300 + 76 = 376

Solve subtraction problems by using compensation from tidy numbers (equal additions)
Year 5 strategy Year 6 strategy  
Number Knowledge Focus
 Stage 5 yellow addition and subtraction to 20
 Stage 5 green numbers that equal 100
 Stage 6 red numbers that equal 1000
Addition and subtraction strategies follow a progression and successively build on earlier strategies and number knowledge.
In the lower levels (year 14) students are exposed to a number of strategies to solve particular maths problems.
At year 5 and 6 students are expected to have a larger range of strategies and be able to chose the best strategy to solve a particular maths problem.
In short, the number of strategies increases as students get older.
Stages explained
Stage 0: Emergent  The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or onetoone correspondence. 
Stage 1: Onetoone counting  The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets. 
Stage 2: Counting from one on materials  The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. 
Stage 3: Counting from one by imaging  The student is able to visualise sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects. 
Stage 4: Advanced counting  The student uses counting on or counting back to solve simple addition or subtraction tasks. 
Stage 5: Early additive partwhole  The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts (for example doubles, fives, making tens). 
Stage 6: Advanced additive/early multiplicative partwhole  The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (for example place value positioning, rounding and compensating or reversibility). The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems (for example doubling, rounding or reversibility). 
Stage 7: Advanced multiplicative partwhole  The student is able to choose appropriately from a broad range of mental strategies to estimate answers and solve multiplication and division problems. These strategies involve partitioning one or more of the factors (for example place value partitioning, rounding and compensating, reversibility). 
Stage 8: Advanced proportional partwhole  The student can estimate answers and solve problems involving the multiplication and division of fractions and decimals using mental strategies. These strategies involve recognising the effect of number size on the answer and converting decimals to fractions where appropriate. These students have strongly developed number sense and algebraic thinking. 
Where should my child be?
To be AT the expectation you should be at ...
STAGE 6
B  beginning
Starting out

P = proficient
Got it

A = advanced
Ready to move on to the next level

Year 5

Year 6

Year 6

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STRATEGIES
Below is a list of the strategies for each stage, with video and powerpoint links.
I appreciate it is a little different from how we did it. Please note that these are strategies to solve maths problems, they are NOT the only strategy. Students need to learn a range of strategies, and choose the more efficient.
The good old way we learned of 234
+ 145

379
is still a strategy, and should be taught.
KEY STRATEGIES
at each year level

Year 4 strategies
EA = early additive

Year 5 strategies
late EA +
AA = advanced additive

Year 6 strategies
AA = advanced additive +
EM = early multiplicative

The student uses a limited range of mental strategies to estimate answers and solve addition or subtraction problems. These strategies involve deriving the answer from known basic facts (for example doubles, fives, making tens).

The student can estimate answers and solve addition and subtraction tasks involving whole numbers mentally by choosing appropriately from a broad range of advanced mental strategies (for example place value positioning, rounding and compensating or reversibility).
The student uses a combination of known facts and a limited range of mental strategies to derive answers to multiplication and division problems (for example doubling, rounding or reversibility).

As with year 5 plus students are now staring to use multiplcation strategies to solve problems

Early Additive
8 + 7 = 15 as 8 + 2 = 10, 10 + 5 = 15
Tim has 14, Steve has 18.
How many more does Steve have?
As 14 + 4 = 18, 18  4 = 14
 
Early Additive/ Advanced Additive
286 + ? = 400
29 + ? = 63
54  29 = as 29 + ? = 54
 
AND SOME OF

Advanced Additive
55 + 98 as 53 + 100 = 153 ( +  strategy)
173  98 as 175  100 = 75 ( + + strategy)

Previous Strategies
Students should have covered the following strategies prior to year 5. To review, practice, consolidate these strategies, click on the links below.
AC = Stage 4 strategies
Counting on the the biggest number first 3, 66 > 66 + 3 = 69
Change unknown 4 + ? = 7
Counting back to solve subtraction problems 12  3 = ?
Adding tens 14 + 30 = ?
Subtracting tens 37  20 = ?
Adding ones and tens 23 + 32 = ?
Subtracting ones and tens 37  15 = ?
Missing ones and tens 32 + ? = 45
AC/EA = late stage 4 / early stage 5
Making tens 6 + 2 + 4 as 6 + 4 = 10 + 2 = 12
Compatible numbers 3 + 4 + 2  6 as 4 + 2 = 6 so 6 6 = 0 (3 are left)
Subtraction in parts 14  6 = ? as 14  4 = 10, 10  2 = 8
Up and over tens 8 + ? = 14
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