Maths for June

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Category : About Operation Maths

Hooray! June is nearly here! You can almost smell the summer holidays!

If you’re a user of Operation Maths 3-6 you are quite likely to be finished, or nearly finished your books, as the programme is designed to be completed by the end of May, so as to have it all covered in advance of the standardised testing.

So now, you might find yourself looking for inspiration to fill the maths lessons from now until the end of month. Whether you’re an Operation Maths user or not, look no further than the following ideas.

For Operation Maths users:

If you hadn’t had a chance to dip into these specific features of the Operation Maths programme so far this year then why not try these out now?

  • Let’s Investigate! These sections are the last one or two pages at the end of the Pupils’ Books ( for third to sixth classes) where the focus is on open-ended problems. Some of these are “big” enough to fill a whole lesson, others might become additions to a lesson or be combined to become a lesson. The children could also select which particular investigation(s) they’d like to explore, either as a whole class or with individual groups selecting different investigations, with results to be communicated/presented back to whole class when complete.
  • Early Finishers Photocopiables: These can be found in your Teachers Resource Book (TRB) and can also be  a great way to help deepen the children’s understanding of a topic covered earlier in the year. For 3rd to 6th classes, problem solving is also an integral part of these activities. In the TRBs for Junior Infants to 2nd classes, there are both Early Finishers photocopiables and dedicated problem-solving activities.
  • Maths Around Us: If your class has access to recording devices, why not challenge them to make their own Maths Around Us video based on maths content they covered this year. Watch some of the Operation Maths Maths Around Us videos on www.edcolearning.ie for inspiration.

As mentioned in a previous post, don’t feel under pressure to complete all of the above activities, only just what appeals most to you or is most suited to your class.

For everybody!

  • Change their attitude to maths generally: Most people have this belief that there is such a thing as a maths brain, a belief which Jo Boaler, among others, strongly challenges. In conjunction with her youcubed team at Stanford University, in 2015 they put together resources, videos etc for a Week of Inspirational Maths. Since then their catalogue of resources has grown and includes videos, resources and tasks. There is enough here to keep a class going for an entire month!
  • Take time to problem-solve: often, during the school year, time is at a premium, yet Dan Finkel argues in this TEDx Talk that “allowing children time to struggle” is one of the Five Principles of Extraordinary Math Teaching. So after watching this video, why not present the images he uses to a 5th or 6th class and give them time to “notice and wonder”. The children could use sentence/questions stems like “I notice that…” and ” I wonder why/how/what ….” to get them thinking and discussing. Read on here for more sources of deep and rich problems.
  • Try out a new methodology with your class: It can be a good idea to try out something new in June when there’s less pressure to succeed and you’re familiar with your class, rather than trying out something new in September when you’re trying to get to grips with new class, new books, perhaps new room etc!  One initiative I would wholeheartedly recommend is Number Talks. You could do a number talk with your class aimed at their current level or challenge them to do a number talks session aimed at the class they’ll be in next September.
  • Do a maths project: In the Maths Curriculum Teacher Guidelines (DES, 1999) maths projects are listed as one of the examples of maths problems that we are encouraged to incorporate into our teaching. It can be difficult to include maths projects earlier in the year when the pressure is on to cover the content, making June an ideal time to explore them. For 10 “awesome” ideas, check out this post from the Mashup Math blog. One of the suggested projects, Plan your Dream Vacation, has so much opportunities for real-life maths, costs, budgeting, estimating costs of luggage, time needed to get to the airport, distance from destination to airport etc. And, if a foreign holiday, is not relevant, with a small twist, and access to some online hardware catalogues it could easily become Plan your Dream Bedroom; again lots of real-life maths, costs, budgeting, measuring, dimensions, proportions etc. Or even plan a virtual Road Trip! Research where to start, where to go, how to travel there, what attractions to visit, the costs involved, and how long it would take.
  • Financial Maths: In a similar vein to that of the previous suggestion, the NCETM Primary and Early Years Magazine also has suggestions for projects, the first one again focusing on financial education. Here they have links to a fantastic suite of primary resources for My Money Week (UK), that are also very applicable to children to children in Ireland. To access the resources, you need to set up a free account, which requires email details etc and entering any UK postcode. Once registered and logged in, scroll down to the bottom of the primary resources and click on Start journey; this will start off a series of excellent videos on Max’s Day Out, in which Max is deciding how best he might spend the money that he got for his birthday. The videos are designed in such a way that each one presents two possible options; the viewer selects an option, which automatically brings them to the follow-up video for their choice. There are many other resources also available here that focus on managing money.
  • Revise wise! Ask your class to put together revision materials for their chosen topic from the past school year. They can show their creative side, using a variety of approaches, including digital media, to complete the task. The types of materials produced could include posters, presentations, video tutorials, raps, songs, poems, models, fact sheets and or revision work-sheets. These child-produced materials could be collected and shared with the next cohort of classes.
  • Picture This: Similar to the revision project above, and to the Maths Around Us videos, the children could be allocated maths terminology that they had encountered during the past year, and be tasked to produce images or video that illustrate the terminology. The children could be encouraged to use real world examples, especially from around their homes and local environment.
  • Online Surveys: The children could be asked to survey the other children in their class, by setting up online surveys (eg using Google Forms, Mentimeter etc) and then to collate and present their conclusions and findings, using spreadsheets, graphics (pie chart, and bar graph) and/or slideshows (eg Google Sheets, Google Slides, etc).
  • Calculator Activities: For any sixth class students transitioning to secondary, it can be a good idea to brush-up on calculator skills; secondary teachers may expect them to be relatively comfortable with this piece of technology. That’s said, calculator activities shouldn’t be just about getting through more calculations in a shorter time; the children should be enabled to use the calculator to explore number patterns, more complicated numbers, real life situations, and to gather evidence to support reasoning, such as in this consecutive numbers concept cartoon.
  • Take it outdoors: Another type of maths problem listed in the Teacher Guidelines is maths trails. If the rain stays away for long enough why not get outside and do some maths trails? Or if you teach a more senior class, why not get them to design a maths trail for a junior class based on the school grounds or nearby environment. For more trail ideas read on here.
  • Maths is Magic! There is a lot of mathematics behind magic. You could give the children magic tricks to investigate. Check out this article, again from the NCETM Primary and Early Years Magazine for sites to explore.
  • Break the code: Explore the maths behind codes and code-breaking. You could ask the children to make up their own codes and crack a friend’s. Click here for links to suitable sites.
  • Have a maths game-themed day: Another one of Dan Finkel’s Five Principles of Extraordinary Math Teaching is play. Most games and puzzles are mathematical in nature. Get the children to bring in a favourite game from home, to play in class, that requires mathematical thinking. Alternatively, get them to research a suitable one on the internet.

Digging Deeper into … Number Sentences, Equations and Variables (3rd – 6th)

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Category : Uncategorized

For practical suggestions for families, and helpful links to digital resources, to support children learning about this topic, please check out the following post: Dear Family, your Operation Maths Guide to Number Sentences and Equations

In the Primary Mathematics Curriculum (1999), this topic appears as three separate strand units, all within the strand of Algebra:

  • Number Sentences (3rd & 4th class)
  • Equations (5th & 6th class)
  • Variables (6th class)

However, since these concepts are intrinsically connected, in Operation Maths they are taught in a cohesive and progressive way through third to sixth class.

  • Number sentences are mathematical sentences written using numerals (e.g. 1, 5, 67, 809, 1.45, 1/2  etc.) and mathematical symbols (e.g. +, -, x, ÷, <, >, =).
    • They include both equations (see below) and inequalities (64 < 82, 23 > -16), although the term inequalities is not specifically used.
    • The unknown or missing value in a number sentence (i.e. a variable) can be represented by a frame (box), by a shape, or by a letter, although it should be noted that the Primary Mathematics Curriculum (1999) specifies a preference for a frame (box), up to the introduction of variables in 6th class
  • An Equation is a special type of number sentence, containing an equals sign, to show that two expressions are equal (e.g. 5 = 3 + 2, 5 + 6 = 20 – 9, etc.)
  • A variable is a value in an expression that can  change or vary. However, when there is only one variable in an equation then the value of that variable can be calculated e.g. a + 6 = 9, 20 = 4b.

Thus, while these strand units are only being formally introduced from third class on, the children have actually been exposed to number sentences, equations and variables (i.e. the frame) since the infant classes.

Equations

(aka Number sentences with an equals sign)

Understanding equations necessitate the appreciation of the correct meaning of the equals symbol. Many children incorrectly translate the equals symbol (=) as meaning ‘and the answer is…’. This incorrectly reinforces that both its purpose and position is to precede the answer in any calculation, a misconception also reinforced by calculators, where you press the = button to get the answer. Such misunderstanding is
evident when you see responses like these:
5 + 6 = [11] + 3 , i.e. ‘5 + 6 is 11’
5 + 6 = [14] + 3 , i.e. ‘5 + 6 + 3 is 14’
Adults may also unwittingly compound this, by using ‘makes’ or ‘gives’ as a synonym for equals.

It is vital that the children recognise that the equals symbol indicates that both sides of the equation (which will be referred to simply as a number sentence until fifth class, when the term “equation” is introduced), are equal to one another/are the same value/are balanced. In this way an actual balance (pan or bucket) and cubes can be extremely valuable to model (and solve) equations e.g. in the images below, the first balance shows that 5 equals a group of 3 and a group of 2, and the second balance shows that 12 equals 3 groups of 4.

From Operation Maths 4

From Operation Maths 5

Furthermore, teachers should reinforce the correct meaning for the symbol = by only translating it as ‘equals’, ‘is equal to’ and/or ‘is the same as’.

Inequalities

(aka Number sentences with greater than/less than sign)

Despite the fact that the children have been using the greater than and less than symbols since 2nd Class, many still have difficulties reading them and interpreting their meaning. Using a balance and concrete materials, in a similar way as when teaching equations, can greatly help children to gain deeper understanding of the symbols and their meanings.

From Operation Maths 4

Through exploration they can identify what is the maximum number of cubes they can put on a side that is less than the other side, before it makes the balance tip in the other direction, thereby invalidating the number sentence; or the minimum number of cubes they can put on a side that is greater than the opposite side, so as to keep the number sentence true.

Using estimation strategies

Often, when having to indicate if a given number sentence is true or false, it is not always necessary for the children to calculate both sides of the number sentence exactly. There is (usually) only one true or correct option, meaning that every other answer is incorrect or false. Encourage the children to use their estimation and number sense skills to quickly recognise when a statement is obviously false, e.g. a big difference in the size of numbers on one side versus the other.

While some might view this as a type of ‘cheat’ strategy, in truth, it is more about identifying the most efficient approach, while also reinforcing the value of estimation in general and, particularly, as a way to make calculations easier.

Translating number sentences into word problems and vice-versa

As mentioned earlier, this is in fact a skill that the children would have been exposed to, and been using, since the infant classes. Furthermore, as this topic is deliberately positioned towards the end of the yearly plans in Operation Maths 3-6, the children will have already been using this skill very regularly in the number, data and measures chapters, prior to this point of the school year.

The curriculum specifies that the children should be enabled to translate number sentences into word problems, both of which can be viewed as abstract representations. Worth noting, is that the curriculum doesn’t emphasise the importance of the translating the number sentences and word problems into concrete and/or pictorial representations. Whereas, in Operation Maths, (in keeping with its overarching CPA approach) , there is significant emphasis placed also on utilising various concrete materials and visual strategies to represent the word problems and number sentences.

From Operation Maths 5

The development of visual strategies for problem-solving,  is a central focus of the work throughout the Number chapters. Thus, this topic allows the teacher to revise the visual strategies covered so far and assess how well the children understand them and can apply them.

The interconnectedness of real-life scenarios and mathematical sentences/equations should also be emphasised. At primary level, there should always be some relatable context for any number sentence.
For many children, when looking at a number sentence, it can be difficult to appreciate how a collection of digits and symbols could relate to a real-life scenario with which they can identify. That is essentially what a word problem is; it provides a real-life context within which to frame the numbers and operators involved. Emphasise to the children throughout this topic how the number sentences could be given a real-life story (i.e. word problem), and encourage them to come up with possible stories either verbally or written down.

And, depending on the context given to a particular story, the visual representation may also be different, even though the number sentence/equation may stay the same. For example for the number sentence 7 – 4 = ? the word problem (context) could be either of the following:

  • Ali had 7 cookies. He ate 4 cookies. How many cookies does he have left?
  • Áine has 7 cookies. Abdul has 4 cookies. How many more cookies has Áine than Abdul?
Image created using Bar Modelling eManipulative, accessible on edcolearning.ie

And while the number sentences are the same, both the contexts and the pictorial representations (e.g. bar models, as shown above) are different, as they represent different types of subtraction. In the case of the first word problem, this is describing subtraction as deduction, and a part-whole bar model is more suitable. In the case of the second word problem, this is describing subtraction as difference, and a comparison bar model is more suitable.

Identifying operation phrases

When the children are translating word problems into number sentences, it is very important that they can understand the context being described and are able to identify that phrases that indicate the operation(s) required.

Regularly interspersed throughout the operations chapters in the Discovery books for Operation Maths 3-6,  there are activities which enable the children to identify and colour-code the specific vocabulary that an indicate the required operation (see example below). This topic provides an ideal opportunity to review this skill and assess/re-teach the children accordingly.

From Operation Maths 4, Discovery Book

In particular, many of the Talk Time activities, require the children to suggest ways to verbalise the various equations, e.g:

  • The difference between 46 and 18 is equal to the product of 4 and 7; true or false?
  • 18 subtracted from 46 equals 4 times 7; true or false?

Where possible the children should suggest alternative phrases for the same equation thus reinforcing the use of correct mathematical language.

Input and Outputs

In Operation Maths 4 & 5, activities based on inputs and outputs are included as a means to consolidate the children’s understanding of number sentences and their ability to write number sentences (see below).  Input-output activities can provide great scope for problem solving, as well as preparing the children for calculations involving variables in sixth class.

From Operation Maths 4

Variables

Variables are formally introduced in sixth class, although the children have encountered variables (as a symbol or shape to represent a missing value) since they first encountered the frame (answer box).

When calculating with variables, both part-whole bar models and comparison bar models can be very useful to represent the relationship between the known and unknown values.

From Operation Maths 6

Further Reading and Resources

Digging Deeper into … Capacity (all classes)

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Category : Uncategorized

For practical suggestions for families, and helpful links to digital resources, to support children learning about the topic of capacity, please check out the following post: Dear Family, your Operation Maths Guide to Capacity

Strictly speaking, capacity is the amount (or measure) of a substance (which can be solid, liquid or gas) that something can hold (i.e. a container). That said, in primary mathematics we tend to use capacity as a measure of liquids only (ie not solids or gases), both to avoid confusion and since the children would most commonly see examples of liquids measured using the standard units of capacity (ie litres and millilitres).

Initial exploration – CPA approach

Like the topics of Length and Weight, and in keeping with the over-arching CPA approach of Operation Maths, children’s initial experiences of capacity at every class level should focus on hands-on activities, using appropriate concrete materials.

In the younger classes, this should occur through exploration, discussion, and use of appropriate vocabulary eg full, nearly full, empty, holds more, holds less, holds as much as/the same as etc. The children should also be enabled to sort, compare and order containers according to capacity.

From Operation Maths 1

 

Irrespective of the class level, introductory exploration in this topic could follow the following progression or similar:

  • The children examine pairs of empty containers and make comparisons, so as to identify, from sight, which holds more/less. Use questioning to encourage them to assess all available information:
    • Which container is wider/narrower?
    • Which container is taller/shorter?
  • Elicit from the children how they might verify their estimates. Introduce a non-standard measure (e.g. egg-cup, yogurt container, plastic cap from an aerosol, tea/table spoons, plastic syringe, flask etc) and demonstrate how to measure the capacity of a container using a non-standard measure eg (using egg-cup as standard measure):
    • Fill an egg-cup with water. Pour this into the target container to be measured. Repeat until container is full and then record the number of egg-cups required.
    • OR fill the container with water. From this, pour out an egg-cup full, which is then poured out into a third container (eg basin, plastic box). Repeat until the target container is empty and then record the number of egg-cups that were filled from it.
    • OR fill the target container with water. Pour this into a larger container and record the level of the water by marking the level on the side. Pour out the water out into a third container (eg basin, plastic box) to be used as a water store/reservoir. Repeat with other containers to be measured and use the marking on the side of the measuring container to identify which container held the most/least etc. Please note though, that while this method can be used to identify which container holds the most/least, it will not provide a measure of the capacity as a quantity of  non-standard units (unless of course the measuring container has existing markings for litres and/or millilitres)

 

 

From Operation Maths 1

 

HINT: In order to be avoid unnecessary water wastage and/or a very wet classroom (!), it can be a good idea to conduct the capacity activities outside and over a number of plastic basins/boxes. These can be used to catch spills and to hold the water which can be re-used repeatedly to measure the capacity of the various containers. 20 ml or 50 ml plastic syringes can also be very useful; they are easy for smaller hands to use draw up water and squirt it into a container. And instead of counting ml, ask the children just to record the capacity of the container as the number (count) of syringes that it can hold.

Move on to pairs of containers whose difference in capacity may not be obvious because of the shape and dimension of the containers. Thus, it is important to use a selection of containers that vary in height and width.

This can then progress to incorporate a direct comparison of the capacity of three or more containers. It is important at this stage that the children realise that if A holds more than B and B holds more than C, then, without further direct comparisons, we know that A holds more than C, that A holds the most of all three and C holds the least. This is a very important concept for the children to grasp.

HINT: Use brainstorming to elicit the names of various liquids and container types with which the children are familiar. Use the list to make up an odd one out game, as outlined below

From Operation Maths 2 TRB (similar activity also in Operation Maths 1 TRB)
  • In a similar way, the children can estimate and record the capacity of containers of objects using standard units (i.e. litres and millilitres; the latter is introduced in third class). Initially, when using the standard unit of a litre (starting from first class) the children will be recording the capacity of containers as being able to hold more than/less than/the same as a litre.

HINT: In 2nd class & 3rd class the children will be using 1/2 litre and 1/4 litre (as opposed to millilitres). This will necessitate using bottles etc that are marked in 1/4 litre intervals. Challenge the children in these classes up to come up with ways to measure and mark these intervals, without having to use millilitres or some type of commercial graduated measure (eg a jug). This task could be given as an alternative homework activity.

When finding the capacity of a container, it is important also to highlight to the children that it is not necessary to fill it to the brim. Show them an example of an unopened litre bottle of water – the height of the water in the
bottle is not to the brim, yet the label shows it contains 1 litre. Thus, the children will develop an understanding that the actual capacity of containers are typically greater than the indicated capacity of the liquid it contains.

Problem Solving: How many are needed to fill? It takes 4 of container A to fill container B. It takes 2 of container B to fill container C. How many of container A are needed to fill C? This can be a very difficult concept to grasp for many children. Some suggestions include using multiples of the real containers to show the relationships between each and drawing pictorial representations using bar models, one of the three key visual strategies for problem-solving used throughout Operation Maths, (shown below). 

Using more accurate measures

As the children progress in their understanding of the concept of capacity they will begin to appreciate the need for more accurate means to record it; both using smaller standard units (ie millilites) and using measures/containers which are already calibrated/graduated with markings. It is an advantage to have a wide selection of different types of measuring instruments available (including plastic jugs, syringes, measuring spoons, graduated cylinders etc) so that the children appreciate that different measuring instruments are more suitable for certain tasks. When measuring, advise the children also to read the level of liquid at eye level to obtain a more accurate reading.

HINT: Some jugs etc can be purchased relatively cheaply from value shops. Alternatively, ask the children to bring in measuring jugs, containers etc., from home to use in class while working on this topic.

As always, the children should be encouraged to estimate before measuring.  And, rather than estimating the capacity of A, B, C and D before measuring A, B, C and D, it would be better if the children estimated the capacity of A and then measured the capacity of A, estimated the capacity of B and then measured the capacity of B and so on. Thus, they can reflect on the reasonableness of their original estimate each time and use this to refine their next estimate so that it might be more accurate. This helps them internalise a sense of capacity, and to use this sense to produce more accurate estimates.

When the children have experienced using a variety of instruments for measuring capacity, they should then be afforded the opportunity to choose which instrument (and which standard unit) is most appropriate to measure the capacity of various containers. In this way, the children start developing the notion that while many approaches can be taken, some are more efficient than others, and the most efficient approach will also depend on the target object being measured. This is the same as the Operation Maths approach to operations throughout the classes; there can be many approaches and some are more efficient than others, depending on the numbers/operations involved.  The aim is for the children to become accurate, efficient and flexible thinkers.

Renaming units of capacity

From fourth class on, the children will be expected to rename units of capacity, appropriate to their class level. While changing 1,250 ml to 1 l 250ml or 1.25 l, will typically be done correctly, converting figures which require zero as a placeholder (eg 1 l 50 ml, 2.6 l ) can be more problematic, and can reveal an underlying gap in understanding, that is not revealed by the more obvious measures. In these cases, the children should be encouraged to return to the concrete experiences as a way of checking the reasonableness of their answers, eg:

  • “1 l 5o ml…well 1 l  is 1,000 ml and then there’s 50 ml more so it’s 1,000 plus 50, which is 1,050 ml.
  • “2.6 l equals 2,600 ml because 1 l is 1,000 ml, so  2 l is 2,000 ml and .6 is slightly more than .5, which is half of a l or 500 ml, which means .6 must be 600 ml”

T-charts, another one of the three key visual strategies for problem-solving used throughout Operation Maths, can be very useful when renaming units of capacity, as can be seen below. These can be partially started on a class board and the children then asked to complete the T-chart with their own choice of capacities as is relevant to the tasks required of them. The children could construct these also to use as a reference, as they progress through this topic.

 

 

Capacity & Volume

Volume is introduced officially for the first time in 6th class. It is preferable to introduce the children to volume via cubed units (eg blocks) as opposed to via cubed centimetres (see below).

From Operation Maths 6

 

HINT: Did you know that the smallest base-ten blocks (ie those often used as units or thousandths),  are 1 cm cubed? This means that these could be used to build shapes from which the volume of the shapes can be measured and they can be used to measure the approximate volume of an open cuboid eg lunch box, pencil box, etc.

The children may find it challenging to appreciate the relationship between capacity and volume, especially since they may think capacity is exclusive to liquids while volume relates to solids. Providing the children with opportunities to measure the the capacity of a variety of different sized cuboids (eg lunch box) and then measuring its volume using 1 cm cubes, will likely lead the children to discover the connection between the two concepts and that 1cm cubed equals 1 ml.

From Operation Maths 6



Further Reading and Resources:

Digging Deeper into …. Weight (all classes)

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For practical suggestions for families, and helpful links to digital resources, to support children learning about the topic of weight, please check out the following post: Dear Family, your Operation Maths Guide to Weight

NB: While strictly speaking, the term “mass” is more correct to use than the term “weight” (since mass is measured in kilograms and grams), in Operation Maths, we defer to using the term “weight” as that is the term used in the Primary Maths Curriculum (1999), as well as being the term most frequently used by the general population. To find out more about the difference between mass and weight, click here.

 

Initial exploration – CPA approach

Like the topic of Length, and in keeping with the over-arching CPA approach of Operation Maths, children’s initial experiences of Weight at every class level should focus on hands-on activities, using appropriate concrete materials.

In the infant classes, this should occur through exploration, discussion, and use of appropriate vocabulary eg heavy/light, heavier than/lighter than, weighs more/less etc. The children should also be enabled to sort, compare and order objects according to weight.

Irrespective of the class level, introductory exploration in this topic could follow the following progression or similar:

  • The children examine pairs of objects and make comparisons, e.g. lunchbox and schoolbag, chair and book, crayon and pencil case. Encourage the children to ‘weigh’ these objects in their hands; using outstretched hands, either to the side or in front of the body, as this can help the children get a better sense of which object is heavier/lighter.
  • Elicit from the children how they might verify their hand-weighing. Introduce a balance and demonstrate how to use it. If sufficient balances are available allow one per group of four to six children. If there are not enough commercial balances, a simple alternative is to use a clothes hanger, from which two identical (ask the children why these need to be identical) baskets, trays or bags are hung (see video below).

  • Move on to pairs of objects whose difference in weight may not be obvious, e.g. crayon and marker. Let individual children test pairs of objects on the balance.
  • Examine pairs of objects where one is larger but lighter, (e.g. a big piece of paper and a stone, a ball of cotton wool and a pebble, a feather and a marble) and pairs of objects where the objects may have a similar size but different weights (eg a ping pong ball and a golf ball). These experiences enable the children to understand that weight is not related to size.
  • This can then progress to incorporate a direct comparison of the weight of three or more objects, to now also include the labels heaviest/lightest. It is important at this stage that the children realise that if A is heavier than B and B is heavier than C, then, without further direct comparisons, we know that A is heavier than C, that A is the heaviest of all three and C is the lightest. This is a very important concept for the children to grasp.
  • In a similar way, the children can estimate and record the weight of objects using non-standard units (e.g. cubes, marbles etc) and standard units of weight (e.g. a bag of sugar as a kilogram weight). Initially, when using standard units (e.g. kilogram) they will be recording the weight of objects as being heavier than/lighter than/the same weight as a kilogram.

HINT: 1/2kg and 1/4 kg weights for comparison can be made using that weight of rice, sand etc in ziploc bags. Challenge the children in 2nd class up to come up with ways to make these, and other, weights using only the balance (ie without using a scales). Making these weights could become an alternative homework task.

 

Using scales: estimating & measuring

From Operation Maths 5, Pupils’ Book

As the children progress in their understanding of the concept of weight they will begin to appreciate the need for more accurate means to record weight, i.e. using a weighing scales. It is an advantage to have a wide selection of different types of scales available (including kitchen and bathroom, digital and dial) so that the children appreciate that not all scales are the same, and that their measuring skills have to be flexible enough to be able to adapt to the different types.

HINT: Some scales (eg luggage scales, etc) can often be purchased relatively cheaply from value shops. Alternatively, ask the children to bring in a scales from home to use in class while working on this topic.

As always, the children should be encouraged to estimate before measuring.  This can be done by hand-weighing and can incorporate the comparison of the weight of the unknown object with that of a known weight eg holding a lunch box and a bag of sugar in outstretched hands and estimating the weight of the lunchbox in kg and g based on how much heavier/lighter it feels in comparison to the 1kg weight.

Rather than estimating the weight of A, B, C and D before weighing A, B, C and D, it would be better if the children estimated the weight of A and then measured the weight of A, estimated the weight of B and then measured the weight of B and so on. Thus, they can reflect on the reasonableness of their original estimate each time and use this to refine their next estimate so that it might be more accurate. This helps them internalise a sense of weight, and to use this sense to produce more accurate estimates.

When measuring weight using scales with dials, advise the children to first examine the markings to identify the major makings and to calculate the measure of the minor makings/intervals. When appropriate to the type of scales, encourage the children to read the scales at eye level to obtain a more accurate reading. For demonstrations purposes, a large interactive scales such as the one here, could be used

When the children have experienced using a variety of scales they should then be afforded the opportunity to choose which instrument (and which standard unit) is most appropriate to measure the weight of various items. In this way, they start developing the notion that while many approaches can be taken, some are more efficient than others, and the most efficient approach will also depend on the target object being measured. This is the same as the Operation Maths approach to operations throughout the classes; there can be many approaches and some are more efficient than others, depending on the numbers/operations involved.  The aim is for the children to become accurate, efficient and flexible thinkers.

Renaming units of weight

From fourth class on, the children will be expected to rename units of weight, appropriate to their class level. While changing 1,250 g to 1kg 250g or 1.25 kg, will typically be done correctly, converting figures which require zero as a placeholder (eg 1 kg 50 g, 2.6 kg ) can be more problematic, and can reveal an underlying gap in understanding, that is not revealed by the more obvious measures. In these cases, the children should be encouraged to return to the concrete experiences as a way of checking the reasonableness of their answers, eg:

  • “1kg 50g…well 1 kg  is 1,000g and then there’s 50g more so it’s 1,000 plus 50, which is 1,050g.
  • “2.6kg equals 2,600g because 1kg is 1,000g, so  2kg is 2,000 g and .6 is slightly more than .5, which is half of a kg or 500g, which means .6 must be 600g”

T-charts, one of the three key visual strategies for problem-solving used throughout Operation Maths, can be very useful when renaming units of weight, as can be seen below. These can be partially started on a class board and the children then  asked to complete the T-chart with their own choice of weights as is relevant to the tasks required of them. The children could construct these also to use as a reference, as they progress through this topic.

Further Reading and Resources:

Digging Deeper into … Symmetry (2nd to 4th)

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For practical suggestions for families, and links to useful digital resources, to support children learning about the topic of symmetry, please check out the following post: Dear Family, your Operation Maths Guide to Symmetry.

Symmetry is officially a strand unit for second to fourth classes, although it also features as a content objective in 2-D shapes for fifth and sixth class where the children “classify 2-D shapes according to their lines of symmetry”.

While there are different types of symmetry, the curriculum specifies line symmetry, also known as mirror symmetry, reflective or reflection symmetry.

In Operation Maths, this chapter is placed after 2-D shapes, so that the children can identify symmetry in the shapes that they have previously encountered, and, in third  and fourth class, it is placed after Lines and Angles so that they can use their knowledge of different line types when describing the lines of symmetry.

Concrete exploration

To complete or create symmetrical patterns, requires the children being able to visualise the mirror image of the given arrangement/image. But children cannot visualise what they have not experienced. Thus to experience symmetry the children must:

  • be made aware of examples of symmetry all around them, and locate examples themselves e.g. flowers, leaves, objects at home and at school, numbers and letters of the alphabet.
  • be afforded ample opportunities to use real mirrors to explore symmetry. The type of child-safe mirrors that are often used in science investigations (eg in the strand unit of light) are ideal for this purpose.

Using mirrors allows the children the opportunity to observe symmetry and to check the accuracy of their completed patterns.  When using mirrors:

  • Try to have enough mirrors for one between two (the child-safe mirrors can often be cut into smaller sizes, 10cm x 7cm approx is big enough), or if supply is limited the mirror exploration could be incorporated as a station in a station/team teaching maths lesson.
  • Initially, allow the children free exploration and then, when suitable, guide it towards a purpose using questioning:
    • What letters or numbers look the same in the mirror? What shapes or images in the environment look the same in the mirror?
    • Can you put the mirror along the middle of any shapes and numbers so that they look complete? Does this work with any shapes or images from the environment? Don’t specify “middle” as being horizontal or vertical, and then see if the children realise that, on some figures, there is more than one than one way that the mirror can be placed.
  • At this point you could use this as the introduction to a separate and distinct What do you notice? What do you wonder? activity, and use the children’s wonder questions to guide the course of the rest of the lesson.
  • Explain that, on the symmetrical figures, the position of the mirror, is referred to as the line of symmetry. Then ask the children to use the mirrors to identify/draw the line of symmetry on the figures or mark the line of symmetry first (more challenging) and then check using the mirror.
  • Using the mirrors the children can create and check symmetrical patterns using cubes, counters, objects etc. One child can create a pattern that their partner has to complete symmetrically. Since children often incorrectly replicate the pattern (eg as done in the first image below) rather than reverse it, the mirror can show them their error (as used in second image below). Encourage the children to realise that whatever is closest to the mirror/line of symmetry on one side will also be closest to the mirror on the other side.

  • The children could then progress to creating symmetrical arrangements of more than one row. The Operation Maths twenty frames (free with Operation Maths 1 and 2) can be very useful for this (see below). Again the children should be encouraged to recognise that the colour and type of object/figure that is closest to the line of symmetry on one side should also be closest to the line of symmetry on the other side.

When the children have had sufficient experience with actual mirrors they should progress to completing activities without them, although they could always be returned to again if needs arose.

Further Reading and Resources

Digging Deeper into … Area (2nd to 6th)

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For practical suggestions for families, and links to useful digital resources, to support children learning about the topic of area, please check out the following post: Dear Family, your Operation Maths Guide to Area

When most of us think of area, we probably think of Area = Length x Width. And this in itself hints at the difficulties with this topic; our knowledge of area often centers around a formula rather than understanding the concept of area (and the ability to visualise area) as the amount of space that a surface covers/takes up (as defined in the Maths Dictionary for Kids).

Area is introduced in Operation Maths 2. Initially, the children are enabled to consider space on a surface and which has the greater area (covers more) or the lesser area (covers less) as shown below.

In Operation Maths:

  • Area is taught after 2-D Shapes as the children will need to use their knowledge of the properties of 2-D shapes and tessellating patterns to appreciate which shapes are best to accurately cover a surface.
  • Area is taught after Length as, from 4th class up, the children require previous experience of measuring the length of an object/figure.
  • Area is also taught after Length in 4th class up, so as to avoid the children meeting both area and perimeter, initially, at the same time. That said, once it appears that the children have grasped the concept of area as the size a surface covers, then the connections with perimeter should be explored (see more on this below)
  • Because, in Operation Maths 6, the chapter on Area conveniently follows on from the chapter on Length, this also allows children to measure/calculate areas on room plans using their knowledge of scale, introduced in the Length chapter. This can be extended by the children measuring the dimensions of a specified area in the school grounds, e.g. pitch, car park and drawing a plan of the area to different scales.

Measuring area

Measuring area means to establish the area of a shape by measuring and/or counting the number of square units required to cover it (or it covers, when laid on top). Initially in second class, and as revision in third class, the children will be exploring this using non-standard units that are both square and non-square, for example playing cards, envelopes, etc. Through this exploration, it is hoped that the children will come to the realisation that it is preferable to use a standard square unit.

At this initial measuring phase, the children should be given as many opportunities as possible to measure the area of both regular and irregular shapes. These experiences could include:

  • Making shapes on a geoboard with elastic bands and measuring the area within; this can be modeled also on this online interactive geoboard. 
  • Placing transparent/translucent shapes on a grid to count the square units covered by the shape. Progress to using opaque shapes, as these are more challenging. The Operation Maths Sorting eManipulative can also be used to model this (see image below)
  • Make shapes that have the same area but look different. To do this, give the children  opportunities to draw different shapes of equal area on squared paper; “same area value, different appearance”. Again, this can be modeled, as shown below, using the Operation Maths Sorting eManipulative.
  • In the senior classes, square tiles, unifix cubes and/or the units in base ten blocks  can be used to link the concept of “same area value, different appearance” to both the area model of multiplication and identifying the various factor pairs for a number as shown in Number Theory. For example, the children can make rectangles of various dimensions, but all with an area of 36, and thus they can identify that the the factors of 36 are 1 x 36, 2 × 18, 3 × 12, 4 × 9 and 6 × 6.

In Operation Maths 3, by using squared paper/grids the children are introduced to using a standard square unit for measuring area. If the squared paper/grids are also centimeter grids this leads logically on to work in 4th class, where this square unit is then identified specifically as a square centimetre.

Estimation and efficiency

When using both non-standard and, later, standard square units, the children should always be encouraged to estimate the area first before measuring. As mentioned previously in the post on Length, rather than estimating the area of A, B, C and D before measuring A, B, C and D, it would be better if the children estimated the area of A and then measured/counted the area of A, estimated the area of B and then measured/counted the area of B and so on. Thus, they can reflect on the reasonableness of their original estimate each time and use this to refine their next estimate so that it might be more accurate. In this way, the children will also begin to develop their sense of space.

Some shapes may cover only parts of squares and this allows for opportunities to discuss what strategy to use to count these, for example two half squares count as one, less than half a square does not count, more than half a square counts as one.

As the children’s understanding develops, they should also be encouraged to come up with increasingly more efficient strategies for measuring area:

  • “How did you find out the area of the rectangle?”
  • “Did you count the squares?”
  • “Is there a faster (more efficient way) to count the squares rather than counting them in ones? Explain. “

Allow the children to verbalise and explain their strategies, as this discussion will likely reveal approaches that incorporate aspects of repeated addition and/or multiplication, thus leading on well to the children deducing a method to calculate area.

Calculating area

The children begin to calculate area as opposed to measuring (counting area) in 5th  class. However, this should not be introduced purely with the introduction of the formula for calculating the area of a rectangle, rather, as mentioned above, it is hoped that though sufficient opportunities of counting squares in previous classes that the children will now suggest more efficient strategies, including repeated addition and multiplying the length by the width. Considering also, that Operation Maths regularly uses the visual image of rectangular arrays to model multiplication (referred to as the area model), these experiences in multiplication will prepare the children well for the concept of calculating area via multiplication.

Initially, it is preferable that the children are calculating the area of shapes that can be easily checked by measuring. Then, when ready, they should progress to calculating area using more abstract measures such as millimeters, ares and large numbers of metres. They can also apply their knowledge to calculating the area of other shapes (eg triangles) and to irregular shapes that can be easily partitioned into rectangles (often referred to as compound shapes).  Finding the area of a circle (6th class) is by counting squares only and is covered in the chapter on the Circle.

Area and perimeter

As mentioned above, to avoid confusion between the concepts of area and perimeter, it is important that they are both taught separately, initially. The concept of perimeter as the length around the outside of a shape is not introduced until 4th class, meaning that in 2nd class and 3rd class the children can just explore the concept of area, without the confusion of adding perimeter to the mix!

When ready, the children can begin to explore the connections between the two concepts. And it is essential that both concepts are taught, using a visual context e.g.:

  • fences (perimeter) and sheep/grass (area)
  • skirting boards (perimeter) and tiles/carpet (area)
  • fences (perimeter) and stone slabs (area)
  • or any other context with which the children might be most familiar (see also the video at the end with shows the both concepts in various contexts)

The children can build models and/or draw outlines to represent area and perimeter:

  • make a fence using lollipop sticks or match sticks on large sheets of paper and sketch the square units within the border to match the length of each unit of “fence”.
  • Place the units from base ten blocks on a centrimetre square grid as sheep and draw units of fencing around them. Or use unifix cubes to do the same but on 2cm square grids as unifix cubes are 2cm long on each side.

Through this exploration, it is likely that the children will begin to realise that the perimeter of a rectangular shape does not determine the area of the shape. Using the concrete materials allow the children to construct both rectangles of constant area but varying perimeter and rectangles of constant perimeter with varying areas and to help develop the concept. Again, use a context if possible to reinforce the two concepts:

  • A farmer wants to build a sheep enclosure for 12 sheep, giving each sheep one square unit of space (use base ten units or cubes, as shown below). Show three different ways this could be done. Which way requires the most fencing? Which requires the least fencing?
  • A different farmer has 24 units of identical fencing. Show three different ways the fencing could be arranged. Which arrangement can take the most sheep, giving each sheep one square unit of space? Which arrangement can take the least sheep?

Some of the children may discover that the most efficient use of fencing, to produce the largest area, will be a square shape or a shape closest to a square, if not possible to make a square. In a similar way, in 6th class, when the children begin to investigate surface area, the children can investigate how the volume of a shape does not determine the surface area of the shape. They could use the base ten units (or any other available cubes) to build cubes/cuboids with the same volume (eg 12, 18, 24 etc cubic units), but in different arrangements each time, and measure (count)/calculate the surface area of each resulting arrangement.

Further Reading and Resources:

Digging Deeper into … Directed Numbers (5th & 6th classes)

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For practical suggestions for families, and links to useful digital resources, to support children learning about the topic of area, please check out the following post: Dear Family, your Operation Maths Guide to Directed Numbers

In Operation Maths for 5th Class the children are formally introduced to the concept of directed numbers (from the strand of algebra) and are enabled to:

  • Explore and identify directed numbers, i.e. numbers above and below zero, including zero
  • Describe and record directed numbers as positive or negative
  • Use directed numbers to represent real-life situations
  • Compare and order directed numbers
  • Solve problems involving directed numbers.

In Operation Maths for 6th class, this knowledge and understanding is revised and extended to include the addition of positive and negative numbers.

Directed numbers (formally known as integers, the set of positive and negative whole numbers including zero) can be a very difficult concept for some children for a number of reasons:

  • Being able to explore numbers less than zero requires a solid understanding of zero, an abstract concept in itself since it indicates the absence of something
  • Many children find it difficult to comprehend how something can be less than zero. Therefore, when ordering it can be difficult for many children to appreciate that 0 is greater than -1, -2, etc.
  • Operations involving integers are particularly troublesome as having similar signs so close together can be very confusing.

Use real-life contexts

In fifth class, since this is the first time that the children have been formally introduced to negative numbers, it is essential that this happens through reference to real-life contexts, e.g. temperature, buttons in a lift, goal difference in soccer league tables, depths in a swimming pool, or any other context with which the children can readily identify. Other real-life contexts such as bank account balances, elevations, etc., can also be used.

 

Use ‘positive’ and ‘negative’ rather than ‘plus’ and ‘minus’

Whilst real-life contexts are useful, they can also be confusing, particularly when plus and minus are used to describe directed numbers. Insist that the children use the language of positive and negative, since that is more correct mathematically. Using positive and negative can also reduce complications in future classes when calculating with directed numbers, e.g. avoiding having to say three minus minus five for 3-(-5). This is particularly important when the children progress to adding positive and negative numbers: for example (–3) + (+9) should be read as ‘negative three add/plus positive nine’ rather than ‘minus 3 plus plus 9’. It is also important that the children recognise that positive numbers can be written either with, or without, the positive sign, therefore we can assume that any number without a sign is positive.

To further reduce complications with written forms of directed numbers, raised signs should be used for the positive and negative (as shown in image below) and brackets should be used to make it easier for the child to distinguish between the operations signs (i.e. + and -) and the directed numbers signs.

 

Representing directed numbers

Since negative numbers are so abstract, it is vital that opportunities to represent them concretely and pictorially are maximised. Many children consider only the cardinality of numbers, i.e. that they represent the number of objects in a set, whereas understanding of directed numbers relies on understanding the ordinality of numbers; this is why visual representations are so vital.

One way to do this, is to use a counting stick, if available. Start with the counting stick in a vertical position, asking the children that if the centre line is now representing zero, can they identify the points above and below that?

  • Initially describe the positions as “one above zero”, “two below zero” etc
  • Then, when appropriate, introduce positions as “positive three”, “negative four” etc
  • Development: if each interval now represents two/ten/five as opposed to one, how does this change the identity of the positions?
  • Finally, move the counting stick into a horizontal position, so that the negative numbers are now to the left of the centre/zero and the positive to the right (as the children see it).

Operation Maths users can also use the counting stick eManipulative to model the counting stick in a horizontal position, as shown below (Hint: zoom the screen in to 150% to view the numbers better).

Number lines are also very useful. When using number lines (or a counting stick), emphasize that numbers get smaller in value as you move above/to the left of zero, and larger as you move below/to the right of zero . If possible, have a number line that includes negative numbers on permanent display in the classroom.

The Operation Maths MWBs can also be used to create a dynamic number line for ordering activities. For example, ask individual children to write a specific integer on their MWB. Then ask a group of children, each with different integers,  to stand out and put their MWBs in order. These numbers could even be hung from a ‘washing line’ using clothes pegs.

In sixth class, to better illustrate the processes involved with the addition of integers, teachers are encouraged to use the positive and negative chips, that accompany the sixth class books as part of the free ancillary resources (they’re on the same sheet as the images of the base ten block for modelling decimal numbers).

The teacher can also use the positive and negative chips built into the Sorting eManipulative to model calculations on the class IWB, as shown below (the positive and negative chips are located at the end of the numbers tab).

The children can then progress to using number lines to both reinforce their understanding of addition with integers and extend it to bigger numbers. A physical number line that the children can walk along would be ideal initially, as this suits the kinaesthetic learners and the bigger nature makes it easier for teachers to assess the children’s ability to use the number line before they move to smaller scale number lines in books and copies.

 

Further Reading and Resources

  • Dear Family, your Operation Maths Guide to Directed Numbers includes practical suggestions for supporting children, and links to a huge suite of digital resources.
  • Virtual Maths Manipulatives for Algebra: Lots of tools that can be used in many different ways to explore the Algebra concepts, including directed numbers.
  • Operation Maths users don’t forget to use the Counting Stick eManipulative as mentioned earlier and to check out the Maths Around Us video for this topic on Edco Learning. Check out the first page of the Directed Numbers chapter in the Pupils Books for a quick synopsis of the suggested digital resources and then refer to the Directed Numbers chapter in the TRB for more detailed information.
  • NRICH: selection of problems, articles and games for negative numbers. In particular, check out Number Lines in Disguise.
  • Check out this Pinterest Board of Algebra ideas

Digging Deeper into … Length (all classes)

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For practical suggestions for families, and links to useful digital resources, to support children learning about the topic of counting and numeration, please check out the following post: Dear Family, your Operation Maths Guide to Length.

Initial exploration of Length

Initial experiences of length in the infant classes should occur through exploration, discussion, and use of appropriate vocabulary eg long/short, tall/short, wide/narrow, longer, shorter, wider than etc. The children should also be enabled to sort, compare and order objects according to length or height.

The Aistear Play suggestions in the Operation Maths TRBs for Junior and Senior Infants (see example above) provide very useful ideas that can be used as the basis for purposeful exploration and discussion, for example, in the case of the garden centre-themed suggestions above:

  • What plant/tree is taller/shorter?
  • What gardening tool is longer/shorter?
  • What plant pot/row of plants is wider/narrower?

Concrete-based exploration should follow and initial questions and discussion, to include direct comparison of the length of two objects, labelling them as long/short and/or longer than/shorter than etc. This can then progress to incorporate a direct comparison of the length of three or more objects, to now also include the labels longest/shortest. It is important at this stage that the children realise that if A is shorter than B and B is shorter than C, then, without further direct comparisons, we know that A is shorter than C, that A is the shortest of all three and C is the longest. This is a very important concept for the children to grasp.

 

Non-standard and standard units

Children in senior infants should begin to estimate and measure length using non-standard units of measure, such as lollipop sticks, straws, pencils etc. Non-standard units are specifically chosen, as opposed to the standard measures of metres and centimetres, as most objects that the children will choose to measure will be longer than 10cm, therefore outside the number limit of senior infants. Furthermore, the metre is almost too big a unit for them to work with at this stage, since the heights of many children in senior infants would be less than this. It’s difficult to develop a sense of a metre when it’s bigger than yourself! Whereas lollipops, straws etc are not too big nor too small for their hands and easier to work with. The children could also use a whole ruler as a non-standard unit in itself e.g. “the table is three rulers long”.

When the children have had some experiences measuring they should then be afforded the opportunity to choose which instrument is most appropriate to measure the length/height of various items. In this way, they start developing the notion that while many approaches can be taken, some are more efficient than others, and the most efficient approach will also depend on the target object being measured. This is the same as the Operation Maths approach to operations throughout the classes; there can be many approaches and some are more efficient than others, depending on the numbers/operations involved.  The aim is for the children to become accurate, efficient and flexible thinkers.

Children in first and second classes should also be afforded the opportunity to explore non-standard units of length prior to being introduced to the standard units. Historical non-standard units can be introduced also eg spans, digits, cubits, strides etc. Work using these measures will not only encourage the children to appreciate the need for standard units, but once they are introduced to the metre (first class) and the centimetre (second class) they should also try to identify which non-standard units are closest to the standard units, eg the child’s stride or arm span is often close to a metre and their digit is close to a centimetre (quick investigation for second class: the width of which of your fingers is closest to a centimetre?). Connecting these standard units of measure back to the children themselves helps them identify with the measure and helps them internalise a sense of its size.

 

Estimating & measuring

The children should always be encouraged to estimate before measuring. And rather than estimating the length of A, B, C and D before measuring A, B, C and D, it would be better if the children estimated the length of A and then measured the length of A,  estimated the length of B and then measured the length of B and so on. Thus, they can reflect on the reasonableness of their original estimate each time and use this to refine their next estimate so that it might be more accurate.  As mentioned previously, the child’s ability to connect standard units of length to themselves, not only helps them internalise a sense of length, but to also use this sense to produce more accurate estimates.

While the children begin using cm rulers in second class to measure length, they can still struggle to measure objects accurately in both this class and higher classes. Videos, such as the one below can be a useful way to demonstrate this skill to the whole class.

When children are performing tasks that require them to measure longer lengths (eg of the blackboard, the length of the room etc) using rulers or metre sticks, remind them to make sure that there are no gaps between their measuring instruments, that they keep them in a straight line and that they do not overlap. It can also be useful, if available, to use two metre sticks/rulers together so that once the second one is placed at the end of the first, the first ruler can then be moved to the end of the second ruler and so on.

 

Renaming units of length

From third class on, the children will be expected to rename units of length appropriate to their class level. While changing 136 cm to 1m 36cm or 1.36m will typically be done correctly, converting figures which require zero as a placeholder (eg 1m 5cm, 2.4m ) are quite often problematic and can reveal an underlying gap in understanding, that is not revealed by the more obvious measures. In these cases, the children should be encouraged to return to the concrete and pictorial experiences as a way of checking the reasonableness of their answers, eg:

  • “2.4m equals 240cm because 1m is 100cm (point to an actual metre stick) and then 2m is 200 cm and .4 is nearly .5 which is half of a metre which is almost 50 cm”
  • “1m 5cm…well 1m is 100cm and then there’s 5cm more so it’s 100 plus 5, which is 105cm.

T-charts, one of the three key visual strategies for problem-solving used throughout Operation Maths, can be very useful when renaming units of length, as can be seen below.

 

Perimeter and area

In Operation Maths, perimeter is deliberately taught separately from area; these topics are better taught independently because children can often confuse the concepts and processes of measuring area and perimeter.

Rather than introducing perimeter via a formula, it is critical initially that the children understand perimeter as the distance around the edge of a 2D shape and that they should actually measure around various 2D shapes as a way to identify the perimeter. Then, as they begin to look for more efficient ways to do this, they should be encouraged to discover and explain how they might calculate the perimeter of various types of shapes.

 

Scale drawings

Scale drawing is introduced in sixth class. Encourage the children to experiment with drawing rooms, houses or gardens to scale. This may be integrated with map reading or making maps in geography.

T-charts, once again, can be very useful when exploring scale. For example,  see how a t-chart can be used to help answer the question, below:

 

When the children are making scale drawings themselves, or when they are solving problems such as those above,  it can be useful to use a t-chart to set out some benchmarks measures for reference:

A fun way to extend scale drawings, and to integrate maths with visual arts, is to do scale drawings of a simple cartoon or line drawing, with the finished scale being larger than the original eg 1:4. This slideplayer presentation could be used for inspiration.

Further Reading and Resources:

Digging Deeper into … Decimals and Percentages (3rd – 6th)

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For practical suggestions for families, and links to useful digital resources, to support children learning about this topic, please check out the following post: Dear Family, your Operation Maths Guide to Decimals and Percentages

In Operation Maths, decimals sits as a chapter of its own in third and fourth classes (allowing for specific time to focus on this new concept) and as a chapter combined with fractions and percentages in 5th and 6th classes. However, it is worth noting that the children would have informally encountered decimals since being introduced to euro and cent in first class. And, since decimals are inherently linked with both fractions and the place value system*, these topics, also, were encountered initially in first class, and thus the children’s understanding of decimals and percentages in the senior classes builds on their understanding of these related concepts. Indeed, in Operation Maths 5 and 6, the place value chapters include both whole and decimal numbers, since both are part of our base-ten system.

HINT: Read the related Operation Maths blog posts on fractions and place value at the links given.

 

Representing decimals and percentages

In keeping with the CPA approach used throughout Operation Maths, the initial introductory activities concentrate on experiences with concrete materials (e.g. straws and money, as shown below) and pictorial activities (e.g. colouring in fractions of shapes, dividing shapes and completing number lines) before progressing to abstract questions, where the focus is primarily on numbers and/or digits.  Concrete and pictorial-based experiences also promote the development of number sense and visualisation skills, allowing the children to become more adept at converting between various forms and, ultimately, being able to order, compare and calculate with fractions, decimals and percentages more efficiently and accurately.

In third class, the children encounter straws, place value discs, euro coins and blocks as examples of base-ten materials to represent hundreds, tens and units. Since, to represent one tenth, it is necessary to be able to fraction a unit, the only suitable base-materials to use are straws and ten cent coins (ie one tenth of a euro). Cutting up a straw into tenths really helps to demonstrate that one tenth is a very small part or bit of the whole. Operation Maths users can also use the Place Value eManipulative, accessible via Edco Learning to show various decimal numbers on the class IWB (see below).

In fourth class, with the introduction of the hundredth, the concrete materials become more limited, and one cent coins are used to represent hundredths of a euro (see below). Again, the Place Value eManipulative can also be used to represent hundredths; just select the Money HTU.th option from the drop down menu.

 

NB: With rounding of prices to the nearest 5c, we are likely to see fewer 1c and 2c coins in circulation, although recognition and knowledge of 1c and 2c coins are still part of the curriculum. Therefore, it was decided to continue to include them throughout the Operation Maths series for both this reason and because they are valuable for teaching purposes, especially when teaching decimals, as shown above. 

By fifth class, with the introduction of thousandths, the concrete possibilities have become even more limited; there is no coin to represent one thousandth of a euro because it is such a small and insignificant amount.  To this end, it it necessary to re-use base ten blocks, but with new values assigned to each block type (see below). It is very important that this is emphasized to the children,  and that they understand that the block that was previously used to represent a unit in 3rd and 4th class, is now being used to represent a thousandth in 5th and 6th class, simply because there are no other options!

Types of traditional representations for decimal numbers that have deliberately not been used throughout the Operation Maths series are place value abaci and dot notation boards. As mentioned previously in the post on Place Value, tasks which just involve the children identifying the number of dots on a notation board, or the number of beads on a place value abacus have not been included as they are not good indicators of a child’s understanding; rather they are simply demonstrating their number knowledge of numbers and digits from 0–9.

With the introduction of percentages in fifth class, since percentages are directly related to hundredths, all of the concrete resources that can represent tenths and hundredths can be used again to represent a percentage. When exploring how percentages relate to fractions and decimals, multiple hundredths squares can be used to encourage the visualisation of the various fractions, as in done in the Operation Maths Discovery book for fifth class (see below).

 

‘Same value, different appearance’

Because of the close connections between decimals, percentages and fractions, it is very important from the beginning that decimals (or to be more exact, decimal fractions) and percentages (from their introduction in 5th class), are taught as connected concepts with fractions (e.g. 1/2 = 0.5 = 50%,  1/4 = 0.25 = 25%) and that the children are encouraged to recognise them as different forms of an equivalent value i.e. ‘same value, different appearance’. Being able to convert into equivalent forms becomes very important when it comes to ordering parts of a whole that are expressed in various forms (see below).

Similarly, the children should be encouraged from the beginning to use both decimal language and fractional language when verbalising decimal notation, i.e. expressing 7.38 as ‘seven point three eight’ and also as ‘seven and thirty-eight hundredths’*. Using fractional language to read decimals reinforces the value of the digit(s) in the decimal place(s).

*However, when using decimal language, it is mathematically incorrect to say ‘seven point thirty-eight’, as the suffix -ty means tens.

Furthermore, the same decimal value can be written in various ways eg one-tenth can be written as 0.1, .1, 0.10, 0.100, etc. Many teachers often use only one form, usually 0.1, fearing that a variety of ways may confuse children. Conversely, using a variety of ways can actually help reinforce children’s understanding that all the above forms show one-tenth, with all forms (excluding .1) including unnecessary zeros.*
*Zeros can be necessary or unnecessary. In 30, the zero is necessary as without it, the value would be 3 units. In 0.3, the zero is unnecessary as without it, the value is still three-tenths.

 

Calculations with decimals and percentages

Addition and subtraction involving decimals can often appear to be mastered, until the children start using decimals of differing lengths (sometimes referred to as ragged decimals), and subsequent errors at this stage can reveal gaps in the children’s understanding of the concept. Remind the children regularly to lay out calculations so that the decimal places and decimal points are in line, and also use concrete materials (e.g. €1, 10c and 1c coins shown earlier) to encourage them to visualise the component parts of the number and how these similar parts must be added or subtracted accordingly e.g. for 1.24 + 2.3,  ‘4 hundredths and zero hundredths equals 4 hundredths, 2 tenths and 3 tenths equals 5 tenths’ etc.

Similarly, multiplication with decimals can also reveal gaps in understanding e.g. 0.4 × 3 might be answered as 0.12; again, where possible use concrete materials (e.g. use the tenths of the straws) to encourage the children to visualise the numbers i.e. ‘4 tenths times 3  (or three groups of four tenths) is 4 tenths plus 4 tenths plus 4 tenths, which is 12 tenths’; if straws are used we can see how that is equal to one whole straw and 2 tenths i.e. 1.2. Therefore, if interpreting multiplication as “group(s) of”, it is important that the children appreciate that 0.5 x 3 can be thought of as 1/2 group of 3 or as 3 groups of 1/2, both of which equal 1 1/2; this is modeled below using the Operation Maths Bar Model eManipulative, accessible on edcolearning.ie.

Another way to think about multiplications is as “rows of” and this concept of row leads very logically to the area model of multiplication. Base ten blocks are a very useful concrete material that can be used to represent multiplication with decimals via the area model, however it is important that the children appreciate that we are giving new values to each block ie each flat represents 1, the rods each represent 0.1/one tenth and the small cubes each represent 0.01/one hundredth. For more on how to use the area model of multiplications with decimals, please read on here: https://www.mathcoachscorner.com/2015/09/multiplying-decimals/

 

The cartoon above clearly illustrates how fostering number sense is as important as teaching procedures:
2.95 is nearly 3
So 2.95 x 3.2 is roughly 3 x 3 which is 9.something
The decimal point therefore goes in after 9

 

When solving a problem involving percentages, it is generally more efficient to convert the percentage to an equivalent fraction or decimal, and then solve the problem using a fraction or decimal approach; the decimal approach is often the most efficient  to use in a situation where a calculator is available/allowed. When using a fraction approach the children should be encouraged to use bar models to represent the quantities involved (see below). 

All activities should emphasise understanding and not just a procedural approach.
While it is important that children in sixth class are shown ways to calculate with more complex numbers, it is vital that this is done in such a way that the children begin to understand the purpose of the approaches and how they work (see below). Being told to just ‘multiply by 100/1’ or ‘divide by the bottom, multiply by the top’, does little to enable the child to understand the concept better.

 

Incorrect assumptions & misconceptions

As discussed earlier, while fractions, decimals, percentages and place value understanding are inherently connected, children may apply whole number and fractional understanding to decimals and percentages in such a way as to make incorrect assumptions.

For example:

  • A child may incorrectly assume that a number with more digits is bigger than a number with fewer digits, i.e. assuming incorrectly that 2.1 < 1.35
  • In fractions, as the denominator increases the fraction parts themselves get smaller (e.g. 1/2 > 1/10). Therefore, a child may assume, also incorrectly, that a decimal number with more digits is smaller, e.g. 1.32 < 1.2.
  • If 1/4 is greater than 1/8 , then a child may assume that 1.4 is greater than 1.8.
  • A child may convert a decimal value directly to a percentage (and vice versa), without changing their value, e.g. incorrectly assuming 0.15 = 0.15%.

There can be many other commonly held misconceptions and errors, including a child incorrectly thinking that:

  • Fractions, decimals and percentages are only parts of shapes and not numbers in their own right.
  • Percentages don’t go above 100% and fractions are never greater than 1.
  • A fraction such as 3/4 is only 3 groups of 1/4 without recognition that it can also be a 1/4  of 3; this is essential to understanding how a fraction can be converted into a decimal.
  • To calculate 20% of an amount, you divide by 20 (since to calculate 10% you divide by 10).
  • 0.2 equals a half or 12% is one twelfth, etc.

Again, many of these misconceptions and incorrect assumptions can be avoided by using a CPA approach to the teaching of this topic, with an emphasis on understanding rather than just doing.

Further Reading and Resources

  • Dear Family, your Operation Maths Guide to Decimals and Percentages includes practical suggestions for supporting children, and links to a huge suite of digital resources, organised according to class level.
  • Virtual Maths Manipulatives for Fractions, Decimals and Percentages: Lots of tools that can be used in many different ways to explore these concepts.
  • Operation Maths users don’t forget to check out the extensive digital resources available for this topic on Edco Learning. These include Maths Around Us and Write, Hide, Show videos, Ready to go activities and Create Activities using the place value eManipulative, fractions eManipulative, 100 square eManipulative and bar modelling eManipulative. Operation Maths users in 3rd to 6th should check out the first page of the chapter in their Pupils Books for a quick synopsis of the suggested digital resources and then refer to their TRB for more detailed information.
  • Place Value, Decimals and Percentages Manual from PDST
  • NRICH: selection of problems, articles and games for decimals and percentages
  • Check out this Pinterest Board for further ideas for decimals and percentages as well as fractions.
  • Does the decimal point move? A one minute video which shows multiplying/dividing by 10/100 etc using the moving digits approach
  • Watch this video showing a teacher revising tenths and introducing hundredths

Digging Deeper into … Patterns and Sequences

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For practical suggestions for families, and links to useful digital resources, to support children learning about this topic, please check out the following post: Dear Family, your Operation Maths Guide to Pattern & Sequences

This can be a difficult strand unit to track through the 1999 Primary Mathematics Curriculum; in junior and senior infants it is titled Extending patterns, in first and second classes it becomes Extending and using patterns, in third and fourth it is called Number patterns and sequences,  and in fifth and sixth classes it morphs into Rules and properties. However, it is always from the strand Algebra (check out the maths curriculum glance cards here for more detail) and a summary of the objectives reveals how pattern is at the heart of the strand unit at every class level:

Junior  Infants to Second Class > Algebra > Extending patterns >

  • identify, copy and extend patterns (colour, shape, size, number)
  • recognise patterns (including odd and even numbers;  predict subsequent numbers)
  • explore and use patterns in addition facts (1st & 2nd)

Third & Fourth Class > Algebra > Number patterns and sequences >
• explore, recognise and record patterns in number
• explore, extend and describe (explain rule for) sequences
• use patterns as an aid in the memorisation of number facts

Fifth & Sixth Class > Algebra > Rules and properties >
• identify relationships and record verbal and simple symbolic rules for number patterns

Different types of patterns

So then, are patterns and sequences the same thing? Actually, there are two main types of patterns:

  • Repeating patterns: repetitions of symbols, shapes, numbers etc., that recur in a specific way.
  • Increasing (growing) and decreasing (shrinking) patterns: An ordered set of shapes or numbers that are arranged according to a rule. Typically, sequence is also used to describe an increasing or decreasing pattern, particularly if it is a pattern of numbers.

Repeating Patterns

A repeating pattern should have a clearly identifiable core, i.e. the shortest sequence that repeats. It is a good idea to use the terminology of “core” right from the infant classes so that the children understand what is being asked of them.

Children can often copy patterns without even recognising or identifying the core. However, to become competent in accurately extending repeating patterns, it is vital to identify the core. Ways that the children can become more adept at this include verbalising the pattern out loud (“red, blue, yellow, red, blue, yellow, …”) and/or using concrete materials to model the pattern (see below); in this way it is easier to identify the core of the pattern by breaking it apart and laying it alongside the subsequent parts of the pattern to ensure that they match. This strategy of breaking and matching can also be used to help children check have they extended the pattern correctly. It is also for this reason that cubes and links can often be the easiest concrete materials to use for replicating and extending patterns and are preferable initially to threading beads, pegs on a pegboard etc . These can be used instead when the children are ready to progress to more challenging tasks.

        

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Sequences

Unlike repeating patterns, sequences are more linear; they tend to increase or decrease in specific ways; thus they are also referred to as increasing and decreasing patterns. The way in which the terms (the individual parts of the sequence) are ordered is governed by a rule. Similar to repeating patterns, the children need to be able to identify this rule in order to extend the sequence. To help the children identify the rule in numerical sequences, they should be encouraged to examine each given term and identify what has happened between it and the next term i.e. did the numbers increase, decrease, by how much etc.? They should then record this (e.g. +2, –3) below and between the terms, as modelled in the Operation Maths Pupil books and Discovery books.

Even when extending sequences in their copies, the children should be encouraged to leave an empty line below the sequences, to allow space for them to write in the differences between the terms.

Once the children are comfortable with sequences that increase/decrease by the same amount each term, they can progress to sequences that increase/decrease in varying but repetitive amounts, e.g. +2, +3, +2, …

Odd and even numbers

Odd and even numbers are an example of an increasing pattern/sequence, as the difference between each term is +2. Most children will find it simple enough to recognise odd and even numbers; typically they will tell you that if a number ends in 2, 4, 6, 8 or zero, is it even and, if it does not, it is odd. It is one thing to identify odd and even numbers in this way, but it’s another thing to visualise the numbers and appreciate why they are odd or even. Using concrete materials or pictorial representations is vital for the children to really develop their number sense
and their appreciation of how odd and even numbers interact.

As well as activities like that shown above, pairwise ten frames (ie ten frames placed vertically, as opposed to the more typical horizontal arrangement) can also be useful to model odd and even numbers. Such concrete or pictorial presentations can then be used to show how the total of an odd number and an odd number will always be even as the non-paired cube of both now join to form a pair. These activities also reinforce how only whole numbers can be classified as odd or even, even though a child may incorrectly assume that 1.2 is even, since it ends in 2.

Identifying patterns in addition and multiplication facts

Through concrete activities and activities using the 100 square, it is hoped that the children begin to appreciate the patterns in number facts and that that various groups of multiples are characterised by certain properties eg.:

  • When adding/subtracting 10 on the 100 square the answer is always the number directly below/above the starting number.
  • When adding/subtracting 9 on the 100 square the answer is always the number diagonally below left /diagonally above right the starting number.
  • The multiples of 10 always end in zero
  • The digits in the multiples of 9 always total 9 or a multiple of 9 (e.g. 9 × 11 = 99 and 9 + 9 = 18), etc.

Not only will knowledge like this greatly aid their ability to identify and recall the basic number facts, but it will also improve their ability to check and identify errors in their own, and others’ work (e.g. ‘173 × 5 = 858 … hmm, that can’t be correct because multiples of 5 should always end in 5 or 0; I need to do that again’).

Using T-charts to organise information

In the senior classes, when the rules governing the sequences are becoming more complex and less obvious, T-charts can be a very useful way to organise and present  the information. They can be particularly useful to help highlight the patterns and how these patterns are developing (see below). They can also provide the children with a clear way to explain how they see the rule. Therefore, the children should be encouraged to use them as a problem-solving strategy as much as is suitable.

Further Reading and Resources:

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