Nikon Aculon T11 8-24x25 Zoom Binoculars 8 to 24x 25 mm Front Lens Diameter

Product Information

Fluency is the process of retrieving information from out of long-term memory with no effort on our working memory, freeing up valuable space in our working memory to give attention to other things.’ Read more: Fluency, Reasoning and Problem Solving What is the long multiplication method? As this happens, I would be circulating the room to gauge how pupils are doing – not only on the questions from this lesson but previous content too. Pupils are free to skip over questions that they are not sure of. Step 7 – Shared marking Now we are onto the new piece of information we want pupils to learn, so I would slow down and explain what is happening here, using this moment again to reinforce place value. The last multiplication question would also have a different multiplier than 11 to see if pupils could apply the process when the demand on working memory is greater.

The second digit is in the tens place so it is worth 10. This means we have 10 multiplied by 3. To show that we are multiplying by 10, we can place a zero in the ones place to act as a place holder.” Despite the glossy plastic exterior to the Nikon Sportstar Zoom 8-24x25 binocular, there’s enough weight and heft that we found it easy enough to hold them steady when observing. Inevitiably though, the further we went up the magnification range amplified any exterior hand wobble, with resultant image judder.That’s a total of 16 steps that children need to become fluent in to get to the final answer. Bearing in mind the limits of our working memory, this is a lot to take on and can quite easily overwhelm it. This will prevent this information from being encoded. No matter what pupils’ starting point is, there are still things we can do in the classroom to help them all get to grips with the procedure of long multiplication. As I mentioned earlier, my aim for the first couple of lessons is to build confidence in the method. My outcome for the first lesson or two will be to give my pupils confidence in learning the method. Only then will we move on to the rest. How to teach the long multiplication method Essential precursor multiplication knowledge Therefore, it is crucial that pupils become fluent in the method. When I say fluent, this is what I mean: In the Year 6 objectives for multiplication and division, it says that, ‘pupils should be multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication.’

To ensure everyone is participating, I would ask them to show me, using fingers or mini-whiteboards, the answer to the multiplication questions – not because I think they don’t know it but to keep their working memory firmly on the maths at hand. This significantly reduces the cognitive load on and helps free up all their working memory to learn the procedure of long multiplication. Of course, these pupils will still have to learn their multiplication facts but this just helps break down those barriers and helps them become successful. That will leave us with the finished product of: Step 4 – Repeated examples of long multiplication method Hopefully the gradual progressive structure of the lesson – or it may be two or three, depending on your class – shows how the long multiplication method can be taught with confidence and learnt by most Year 5s and Year 6s. Long multiplication is a written multiplication method used when multiplying two or three digit numbers by another number of two or more digits. It is often referred to as column multiplication.But this is missing out a crucial stage of learning – moving from a procedural to a conceptual understanding of what’s going on. I would then hope to see all thumbs down. If a child has put their thumbs up, I would engage in a whole-class dialogue to see why this is the case and refer to the example that is on the board. Step 3 – Setting out the long multiplication method

Finally, I would ask pupils to look at the other worked example on the board and to tell their partner what the final step would be –the addition of the two products. The class would do this with me, showing the answers with their fingers or on mini-whiteboards.In this step, pupils will be called on to give answers and the whole class can mark as they hear the answer. If some of them disagree with an answer we can discuss it as a class until the correct answer is found. Step 8 – Diagnostic questions Next, I would call upon all pupils to solve the multiplication, again showing me on their fingers or mini-whiteboards to ensure participation. This makes sense as if they are fluent in these areas, they are effectively reducing what their working memory needs to attend to. Assuming fluency in these two things, what they need to learn is reduced from 16 to 4-6 things. This makes it far more likely that the procedure will be remembered, as pupils can focus all their attention on understanding the procedure and not on the multiplication. Again, I would like to stress that the purpose of this is so pupils can get to grips with the procedure so it can be internalised. Step 1 – Establishing prior multiplication knowledge