G'day, in this video I'm looking at numbers
that are "two before or two after" a starting
number and using a number line to help children
this. So number lines are great for small
increments -so if we're going to be counting
on or skipping over by 1 or 2 or 3, that's
a really good use for a number line because
they're close together, it's easy to see and
it matches with the sequence of number names
which we'll come back to. So here's a range
of questions that all involve 2 more or 2
less and we're using a variety of language.
So you will know where your student are up
to and what language they are ready for developmentally
as they go. So you could say "what is 2 after
3" or "7 and 2 more" or "2 more than 3" that
sort of thing -start on 3 skip on 2 more or
what number do you get to? That sort of thing.
4+2, we don't necessarily have to have an
equal sign and a box and all those sort of
things we could just say; "what's the answer
to this question 4+2"? So the plus becomes
the new learning the new symbol they need
to know because that means add together and
so on. This is an equation with an equal sign,
2 less than, 2 before, 6 takeaway 2 and then
this one where we have what's called a missing
addend; "something plus 2 equals 9". So we
can use a number line for all of those, for
all of those questions. I would encourage
you to have your student; your child use the
number line themselves, let them figure out
where to start, let them figure out which
way to skip, correct them if they make a mistake,
but the whole point here is to help them to
understand it for themselves. Once that's
done, once the students are able to do these
questions using a number line, then you want
to encourage them to do it without a number
line. So in this instance with then asking
the child "can you do it in your head?" If
I say "what is 2 more than 8"? You want them
to think; in your head can you picture 8 or
can you think of the number 8 the name eight
what's the next one after that? What's the
next one after that, so count on by two that
sort of thing. So all these are different
ways of expressing the same basic idea that
we have two numbers that are two apart from
each other -a number line will get your students
started on that track and then we want them
to do it in their head and finally; eventually
down the track we want them to learn to memorize
those number facts.
