Skip to 0 minutes and 10 secondsMy problem is 6,834, subtract 1,249. I will be using a pictorial method for this and I will be using a counting-on method. I'm going to use my number line because the gap between my numbers is large. First I'll draw out my number line and place the smaller number at the start and the greater number, at the end.
Skip to 0 minutes and 38 secondsThen, I'm going to start by adding 1, this will take me to my next ten. Next, I will add 50, this will enable me to reach my next hundred. Then, I'll mentally calculate, using my knowledge of number bonds. I know that 3 and 7 makes 10, so 300 and 700 will take me to my next thousand. Now I'm at 2,000, I'm able to make a big jump for 4,000, which will get me to 6,000. from here, I will add my 834 and this has enabled me to reach 6,834. Next, I will use my column method, to add my jumps and find my answer.
Skip to 1 minute and 45 secondsFinally, I will use the inverse to check, to make sure I'm correct.
Skip to 2 minutes and 6 secondsMy answer is 5,585.
Secondary maths example (teacher-created)
All of the previous examples of work have been student-created to a brief set by the teacher. The next three examples of work feature teacher-created films used to demonstrate a concept, such as the simple one-shot film above which demonstrates the maths technique of ‘counting on’.
A teacher-created film can be used in many ways, for example to screen in class or to help a student who may have been absent from school to catch up or to provide optional additional support for pupils encountering a new concept.
Some teachers use this type of content on a VLE (virtual learning environment) for ‘flipped’ learning, where a student reviews a technique at home and then uses it in school. The idea behind this type of learning is that it allows more teacher contact time with students when using a technique as less time is used for in class teaching.
Additionally, the film could form part of a bank of mathematical concepts, creating a ‘library’ of techniques for pupils to refer to as and when needed. It can then be reviewed multiple times by pupils who need reiteration or a revision aid.
What other ideas do you have for using teacher-created films in class as a tool for learning? Add your thoughts to the comments below.
© University of Northampton