what is chunking? etc...

[whiteboardtension]

Anyone else tried to teach the lesson left planned and found it full of the jargon the teacher learnt at their last numeracy inset?

Is there anything on the web teaching teachers how to teach maths? A supplyteacher leant me her QTS numeracy book and it helped but I've not had inset in anything since 1994 so am a little bit out oy my depth at times.

all the best,

WBT

[firecrest]

I had a suply lesson last week chunking for division. the teacher left me an eg so I knew what it was. My understanding is the following


12/372
-240 (20x12)
--------
132
-120 (10x12)
--------
12
- 12 (1x12)
--------
0 32 x12 = 372 if there was a number left over that would be the remainder.
so you would write the answer 32 at the top.

Basically, you subtract multiples of the dividing number in large chunks until to can't go any further. You add the multiples together and there is your answer.

Hope that makes sense and I hope I interpreted it correctly otherwise there will be some kiddies who are wrong too. The children could do it better than I could.

[whiteboardtension]

Thanks, I'll have to practise that.

If anyone knows any any DfES type numeracy help out there for supply teachers (not those useless general self study books they released in 2002) I'd be relieved to find out about it.

WBT

[nutcracker]

Chunking is a step on from division as "repeated taking away".

eg - if I've got 12 things, how many groups of 3 can I take away - 4

For bigger numbers, eg, 67 things, still shared between 3, I could take away 3 to leave me 64, then 3 to leave me 61, then 3 to leave me 58, etc, but I might get bored.

So how about taking ten lots of three away at a time? 67 take away 30 is 37. Then take away another 30 is 7. Then there's another two lots of three left. So altogether I've taken away 22 lots (chunks) of three so the answer is 22 remainder 1.

Hope that helps.

I seem to recall
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has some helpful bits explaining how to do mathsy things.