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Sarah Leakey - Numeracy Development Officer
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Recent Posts
Tag Archives: concrete materials
Ideas with Numicon and other manipulatives
Thanks to all those who attended the Numicon workshop today and also for Numicon for coming along to deliver it for us. It was very well received and people seemed to be armed with ideas when they left. (A few … Continue reading
Free visual learning apps to support conceptual understanding
The teaching model (using materials, then screening them before progressing on to using numbers alone) is a key feature of the Highland Numeracy Progression and is used to support conceptual understanding. Other ‘schemes’ or ‘programmes’ sometimes refer to this as … Continue reading
Progressions in early number and counting, addition and subtraction
Take a look at these great videos by Graham Fletcher (who I have mentioned before in the blog posts about 3 Act Tasks). He’s created several short videos highlighting the progression in key areas. I’ve posted the ones for ‘Early … Continue reading
Using visuals and manipulatives
If you’re looking for some ideas to support your teaching so that pupils understand what’s going on conceptually take a look at Berkeley Everett’s site which has lots of short animations on a wide variety of concepts. Here’s an example … Continue reading
Posted in Teaching
Tagged concrete materials, Concrete Pictorial Abstract, manipulatives, Teaching Model, visuals
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More from the Numeracy Garden….
Thank you so much to Sara-Jane Macaskill for inviting me to visit their Numeracy Garden at Knockbreck Primary – I was so impressed and inspired by the wonderful numeracy learning and collaboration taking place! As you can see from the … Continue reading
Posted in Uncategorized
Tagged concrete materials, learning and teaching, outdoor learning
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Highland Numeracy Teaching Model
The Teaching Model we recommend for all learning and teaching in numeracy is to always first use concrete materials to represent a problem or concept visually, then screen in some way to develop a mental image, and only then move … Continue reading