Teach It Time in Brisbane, Queensland, Australia | Educational consultant

Teach It Time

Locality: Brisbane, Queensland, Australia

Add/Update information

Reviews

Tags

• Educational consultant
• Education website
• Educational supply shop

24.01.2022 " What is the sum of 9 and 5?". A three year old might say 60 hundred, a clever five year old might say 14, while a struggling twelve year old might say 13. However, if age and expected ability are removed and we think simply of a struggling math student, the most common incorrect answer given is likely be 13. [ 383 more words ] http://teachittime.com//making-sure-it-all-adds-up-from-t/

24.01.2022 The ten frame: A simple table like visual aid, designed to progress mathematical understanding of numbers- particularly 0-10. The ten frame is one of the simplest tools available that is used to develop a childs understanding of quantity, further enhance their subitizing skills (recognition of pattern to determine the quantity without counting), develop the skill of counting on and back, to form an understanding of zero (perhaps the most challenging number of all), to develop addition and subtraction strategies and to begin to developing their understanding of the base ten system all of our mathematics is founded on. [ 471 more words ] http://teachittime.com/2019/10/01/the-ten-frame/

24.01.2022 Can count? Or knows the count? - How to assess You will need: 55 beads (or small objects: markers, coins etc.) 11 plastic cups or containers you cant see through. Set up: Place a different number of beads in each cup starting with 0 in one cup, then 1 in the next, then 2.. until you have 10 beads in one cup. [ 313 more words ] http://teachittime.com//09/24/can-count-or-knows-the-count/

21.01.2022 What is the difference between high achievers and low achievers in mathematics? Prior exposure to the content or topic? Parent education? Socio-economic status? Parental involvement and expectation? While each of these factors plays a role in the likelihood of success in mathematics, one of the greatest determining factors (deemed by a study involving numerous children completing one on one diagnosis and intervention exams) was the students ability to visualise numbers as values, not symbols and to be able to manipulate them as they needed. [ 137 more words ] http://teachittime.com//the-difference-between-high-achie/

15.01.2022 A meme for Monday! Unfortunately for children solving maths problems does not necessarily get any easier for children as they grow up, particularly if they have misunderstandings or gaps in their foundation knowledge to begin with. When a child performs the same error repeatedly you can assist them by working through the 5 Step process outlined below:... 1. Identify what about their answer is incorrect. 2. Ask them how they arrived at the answer they have, after question them in a way that they might understand that their answer MUST be incorrect. 3. Identify any fundamental or prior knowledge that may be leading them to such a misunderstanding. 4. Work on correcting the thinking that is leading them to the incorrect answer using materials where possible. 5. Re-attempt the original question. Example: A child is asked to calculate 204 take 13. The child answers 211 and showed the following calculation: 204 - 13 = 211 Assist by 1. Identify what about their answer is incorrect. --> the child has correctly subtracted the ones and hundreds columns but not the tens column. 2. Ask them how they arrived at the answer they have... --> When asked, the child said, " 4 take 3 is 1, 0 is nothing and there is 1 there so the tens in 1, and 2 take nothing is 2! --> You might ask, "Ok, so if I take away, will I end up with more or less?". This child has shown that they know that subtraction reduces the number, so they will likely say less, which would then lead you to ask how they have calculated the answer to be more than the starting value. 3. Identify any fundamental or prior knowledge that may be leading them to such a misunderstanding. --> understanding and use of zero --> knowledge and application of place value --> renaming numbers 4. Work on correcting the thinking that is leading them to the incorrect answer using materials first where possible. --> Some ways to form/correct these misunderstandings have been discussed in previous posts, and stay tuned for more. 5. Re-approach the original question. Happy Monday!

13.01.2022 20% off for the launch of NEW educational game NUM-I-KNO It is a domino-like game that provides opportunities for developing most of the fundamental understandings encountered in mathematics from kindergarten to year 6/elementary school. 10+ games that work on:... - number recognition - addition - subtraction - multiplication and factors - positive and negative numbers This game was designed to be highly effective, great quality to last the years and extremely versatile in its purpose. For the launch of this product we are offering a 20% off code: NUMIKNO20 To purchase click the link below and enter the code at checkout. https://www.amazon.com.au/NUM-I-KNO/dp/B07HNX9C49 For more information regarding game design, check out www.teachittime.com

09.01.2022 Linear and predictable are rarely words associated with children and learning. However, in the world of mathematics the way we develop our ability to work with and manipulate numbers comes pretty close. For example we cannot add numbers until we recognise and understand what they are. We cannot multiply until we understand the process of addition and subsequently repeated addition, and so on. We can easily get distracted by thinking a child needs help with understanding angl...es or interpreting graphs, when what they are really lacking is understanding and comfortability partitioning numbers and developing the concept that a whole can be represented by any number of portions. Think about the case of a circle. A whole is considered 360, yet it is one circle. This understanding can be readily applied to fractions, percentages, rates, ratios, and algebra. A deficit in the understanding of partitioning numbers when approaching these concepts, is as successful as trying to put together a flat pack with only half the instructions and tools. In mathematics the fundamentals truly create the foundation to support the construction of the many topics taught in classrooms from the very beginning to the very end.

09.01.2022 SUBITIZING Subitizing- the ability to instantaneously recognise numbers of objects in a small group. Brought into the spotlight by Piaget, a Swiss psychologist who is well recognised for his work on child development and cognition, the ability to subitize is now identified as a highly advantageous skill that supports the development of the fundamental ways we work with numbers.... At an early age children, and often most adults, recognise and remember visual images far better than words. When children are able to instantly visualise the number of objects or identify the number of objects without counting them, the process of learning addition and subtraction and mental math in general becomes more streamlined. Take the picture attached to this post for example. When a child is verbally asked to take 2 from 6 they will: 1) Visualise 6 in the subatized form. 2) Remove 2 of the objects 3) Rearrange the objects to create the most recognised pattern 4) Know what the answer is without counting them. Children can then go on to apply the same skill to larger numbers once their understanding of the base 10 system. Numbers displayed in various ways is so beneficial we had to include this detail in NUM-I-KNO, and our number recognition games (game 1 and 2) and the extra games available on our website are dedicated to the development of this skill. More information on the next stage COMING SOON!

09.01.2022 Its photo shoot day!!! Not long now until our listing is active and available for purchase

07.01.2022 Photos have arrived!

06.01.2022 Linear and predictable are rarely words associated with children and learning. However, in the world of mathematics the way we develop our ability to work with and manipulate numbers comes pretty close. For example we cannot add numbers until we recognise and understand what they are. We cannot multiply until we understand the process of addition and subsequently repeated addition, and so on. [ 131 more words ] http://teachittime.com///path-of-mathematical-progression/

01.01.2022 Counting vs The Count Hearing a three year old recite number after number is impressive! But unfortunately reciting numbers is often only a demonstration of the capacity of their memory. Young children who recite numbers in this way usually have little to no understanding of what the numbers actually are. They think of them similarly to the way they sing a nursery rhyme- that 6 simply comes after 5. The premature introduction of numeric symbols further restricts their ability... to form the understanding and instead of thinking mathematically, children begin to apply their learnings of language and writing to the concepts of mathematics. That six is what comes after five and before 7 and is spelt 6. Imagine being expected to learn how to add 3 and 5 together if you were only able to think of them as 2 different and unrelated symbols that exist in a particular order. Without knowing the value of 5 and 3, how is it possible to begin to add them together? Developing the understanding of value or amount is absolutely paramount before introducing numeric symbols. Progression is as follows: 1) Identify more or less- compare amounts of objects visually and unorganized, then rearrange them to better compare them. 2) Identify how many- count objects that are unorganized and determine how many 3) Link amounts to visual patterns- when counting amounts start to arrange the objects into patterns. Start with numbers 6 Or smaller then work to numbers up to 10. Begin with the advertised form of numbers (The patterns found on dice). Children will begin to develop the ability to visualise the quantity under understand it can be manipulated. This enables them to quickly identify a quantity without counting the items individually and will later assist them in efficiently counting larger quantities. 4) Introduce the base 10 structure with a ten frame- It is now time to develop an understanding of the value of each number with reference to 10. Representing a quantity on a ten frame/s allows for quick comprehension of the value compared to 10. They can see how much smaller or larger the quantity is and can quickly determine how much needs to be added or subtracted to make 10. This skill/strategy is highly advantageous in the development of rainbow facts and basic facts. With this the child no longer relies on recall, but can quickly carry out the process to provide the answer. in time it forms part of their understanding of number patterns. 5) Counting on and counting back- use the ten frames to practice counting on and counting back. 6) Now your child is ready for working with numeric symbols Introducing the symbols when representing the amount with objects is perfectly fine and beneficial, however practice caution when opting to drop the manipulatives too early. TIP: When introducing a new skill leave the numbers until after the concept has been understood.