Monday & Tuesday
We have spent the last two days in Minhang Experimental School and have watched maths lessons which focus on multiplication. We have been amazed by how fluent the children are with all their number facts and their mathematical thinking when attempting more challenging calculations. We watched a Grade 2 lesson today where children were learning their 4 x table. We found it interesting how children are taught all of the times tables up to 10x10 by the end of Grade 2. The children are taught their tables in groups which relate to each other to help them spot patterns and relationships. We also watched a Grade 3 lesson on multiplying a 3 digit number by a 1 digit number. The children have really spent time studying this concept, analysing the different types of 3 digit numbers and which strategies are most effective depending on the calculation, some can be done easily mentally whilst others need written strategies. A main point we have noticed is that the teachers think so carefully about the examples they give and allow plenty of time for children to experiment and discuss different strategies.
Wednesday
Today we continued watching lessons on three digit by one digit multiplication. We were very impressed with the strategies the teacher used to deepen children’s understanding of number and multiplication. The teacher used true or false questions and children could explain an answer by using their multiplication knowledge, not necessarily by completing the whole calculation. Children were then evaluating what the best strategy was for certain calculations. We have been struck by the fact the teacher has taken more time to explore this objective to ensure children have a deep undersanding of the concept.
Thursday
Today we continued watching lessons on three digit by one digit multiplication. We were very impressed with the strategies the teacher used to deepen children’s understanding of number and multiplication. The teacher used true or false questions and children could explain an answer by using their multiplication knowledge, not necessarily by completing the whole calculation. Children were then evaluating what the best strategy was for certain calculations. We have been struck by the fact the teacher has taken more time to explore this objective to ensure children have a deep undersanding of the concept.