العرض التقديمي-للحسابية

Think about how to teach the processes of
addition and subtraction in your classroom
*Write one thing you do when you teach the
processes of addition and subtraction*
*Write one thing would you like to change in the
way your teaching in the processes of addition
and subtraction.
Share your thoughts with someone or more sit
with you in the group.

Choose a participant to do the activity
Ask participants to sign each one in his
0name in the square

Use development methods tiered.
Integrating math informal with
formal mathematics.
Helping the student to explain his
thoughts and provide
justifications.
The use of diverse representations.

Knowledge and use progressive development
methods:
Understanding developmental gradient methods.
Building on previous knowledge.
Diversify teaching methods.
Provide teaching defiant.
The main reason of the inability of the children to the
basic truths of mathematics is the lack of a sense of
numerical growth have during the early school
years

Integrating math informal with formal math:
Acquainted with the thinking of the informal students and
corrected.
Integrating students' knowledge obtained either at home or
outside school contexts other.
Research results showed that the teaching of the
processes of addition and subtraction is linked to
children learning skills and facts and solve problems.

Use the language of mathematics a manner
appropriate to the level of the learner.
Start thinking of the student as a source of
explanation and provide justifications.
Encourage students to provide multiple
solutions.

The use of multiple representations include concrete
handy processors ( Aids concrete means ).
Provide mathematical knowledge at both the physical
and the abstract.
Reduce reliance on manual treatments in the event of
progress in the level of thinking.
Children who use their fingers in counting and
addition and subtraction are making faster skill.

Choose any of the following phrases
approved by dramatically:
children should learn and practice their
multiple strategies to solve mathematical
.problems
children should learn and practice one
strategy to solve mathematical problems

In most classrooms that have been found that
are observable solve all addition and
subtraction problems one way.
Many students showed difficulty understanding
place value.
Student wrote the number 543 as 50043.
student Solve question 65 + 23 = 16
How do you explain the answer of the student?

An overview of the
processes Learning
tracks in the processes of
addition and subtraction

I will say a number is located between 50
and 100.
And you tell me that the number
is “50 and ..............”
Example: I told you that the No. 71
”You tell me Number” 50 and 21

Considered the processes of addition and subtraction skills
essential for the students of the first , second and third
primary stage.
Children must develop addition skills and understanding of
subtraction so that they can continue to understand the
mathematics in the higher grades.
The most important things we can do as teachers in the
primary grades is to help children develop their ability to
calculations to deal with numerical patterns.

Students among them different in their levels of
education may find a student in the first grade uses
a more advanced strategies , while a student in the
third may need help with basic strategy.
Flexibility in the use of strategies is something we do
in our lives whole and not just in the first three
grades.
Gradient importance in providing the processes of addition
and subtraction
All the first three grades teachers need to know the former
learning for students and what will they gain later

Students who can choose between
strategies between the different
strategies flexibly will succeed in math
upper grades.
As teachers must teach children different
strategies and then let them choose the
strategy they use and when they choose ,
and thus should not be the focus on the
conservation and indoctrination.

Direct
modeling
counting
units
Innovative
strategies
Standard
solution
algorithm

Development: When kids are born they have an intuitive
sense of understanding of addition and subtraction
process.
It can be for children aged five months to distinguish
between answers intuitive and non- intuitive.
At the age of four children can solve a simple collection of
questions accurately.
Start with direct modeling.
Then counting all strategy.
Then counting on strategies.

Counting Strategies
Counting up
Counting Back
Facts learned strategies
Forming 10
Double of number +1 or – 1
Strategies numbers consisting of more than a
number
adding or subtracting tens and then adding or
subtracting units.
Move some numbers to form ten

Look for couples that form ten.

Do we let children invent their own strategy or teach them?
Search results show the importance of encouraging
children to use more efficient by following five steps
new strategies.
1-The choice : Look in the directory and select sets of
numbers that encourage the use of certain strategies.
2-The solution: Ask students to solve the question.2-
Interpretation: Help students to explain their thinking.
3-Sample: Respond to the students and then modeled the
new strategy.
4-Practice: Encourage students to new strategic workout in
resolving questions.

Practice: Show a new
question and ask all
students to find a
solution by using the
new strategy
Choose the question
that the pupils to
answer it
The solution : Ask
students to solve the
question
Sample: Make a
model of the new
strategy
Interpretation: Helped
students in the
interpretation of

Explain the lesson found in
the trainee guide.

Counting:
Building ( drafting ) problems.
With Hala some balls and then she bought another 6 balls ,
bringing to 11 with a ball ,what is the number of balls that
were in the beginning with Hala?
Counting Strategies:
For adding 4 to 3: 4+3
The child knows that 4+4=8 and 8-1=7
Multiple figures preparing strategies
To add 29+11
The child know that 29+10=39
39+1=40

Subtraction:
-counting down from .
-counting down to.
-counting up to .
Addition:
-counting on from first.
-counting on from larger.

Rafek has 4 oranges he bought another 2
How many oranges with him?
Guess what is the strategy used ?
Feedback how the different strategies?

Addition:
3+5
We are counting up 5 digits beginning of
number 3.
Subtraction:
8-5
It is counting backwards 5 digits from the
beginning of the number 8

presentation Sample Practice Feedback

Counting up strategy:
Illustration
With Hala five balls and her sister took
three balls.
How many balls that have become with
Heba?

Explain the lesson found in the trainee guide

The first step : Choice questions
For the strategy to start counting up groups of
numbers that total less than 10 , which can be
counted on the fingers of the hand , such as 3 +4
Choose larger groups of numbers , but so can be
counted on the fingers of the hand , such as 7 +8
Useful display of verbal questions to them in the form
of tells a story.

The fact that a group of three people and follow the steps outlined below
in the practice of using mini- lesson count up strategy.
1 – choice:
Look in the directory and select sets of numbers that encourage
the use of certain strategies .
2 – The solution:
Ask students to solve the question.
3 – Interpretation:
Help students to explain their thinking.
4 –Sample:
Respond to the students and then work out the required strategy.
5 –Practice:
Encourage students to use a new strategy to resolve
the question.

After each trainee teaching lesson Make
feedback As follows.
Remember something they have done well.
Remember something they need to improve it and
Be specific.
!!Be specific
For example do not say I've done a good job.
Say instead, I've done a good job in making the
students explaining how they fix the issue by
asking the question Can you show me on the
finger of your hands ?

Linking count up the school book for
the student strategy

Type the following and everything in his role.
Write one thing you learned today.
Type one thing you felt that you needs more
practice and explanation about it.
What is your favorite food?

Can you list one strategy of counting strategies ?
What are the five steps to implement the strategy in
the classroom?
5 +4 introduce you to a friend at the same table, how to
solve the question using counting strategy?
Choose a question fit for use counting strategy
32+34
4+2
112+2
What is the importance that the student explain how to
solve the question?
The student count 67 things and then he wrote a
number 607 What can you do to help this student ?

Formulation ( building ) problem
What is the hardest ?
What is easier ?
And why ?
How to help students in solving
these questions?

With Ahmed 5 oranges if he ate two oranges
how many remaining with him?
Guess :what is the strategy used ?
Feedback : how strategies differ from each
other?

Linking count up to hold subtraction
process as it exists in the textbook
demand strategy.

what is it?
Is to use the part to the whole relations.
Example 4 is (2 and 2) or ( 1 and 3)
And 5 are (1 and 4) or ( 2 and 3 )
Is a compilation and factorize numbers.
The growth of the student's knowledge.
Students begin to know the relationship of parts to the
whole thing in concrete. As they assemble groups to be
new sets of them.

– examples**Facts derived strategies :-
Strategy of double of number + 1 or
double number -1
Strategy of Components of number 10
Strategy of factorize number 10
** retrieval digital facts - It needs only knowing
the components of number 10 from kids.
Not through memorizing ( saving ) or
prompting.

7 + 5 Guess : what is the strategy that is used ?
7+6 Guess : what is the strategy that is used ?

How many numbers are
needed to form (10)?

How many numbers do we
need to form 10?

How many numbers do we
need to form (10)?

Facts Extracted
Strategy of forming ( 10 )

10 is a number that is easy to work with.
• Try to form (10) from the numbers that are
in the following sum :8 + 3
• Be aware that numbers 3 & 7 form number
10 and if we add number 1 the result is 11

Apply the lesson the lesson that is
found in the trainer guide .

Encourage pupils to explain their thoughts
• If it was difficult for first prim students to express the answer, Then ask
them question in order to help them for example
Have you counted ?
Can you explain or tell us how did you get your answer ?
- Which number did you start with ?
and what was the next number ?
- How did you know the answer ?
- Explain in front of your colleagues how did you know the answer .
- Choose a pupil who can explain the solution in front of his.colleagues
in class

-Form sets of 4 pupils and follow the steps explained down for
practicing the minimized lesson by using strategy of forming ( 10 )
-1- Choice : look in the guide , and choose sets of numbers that
encourage using specific strategies
-2- The solution :ask pupils to answer the sum
-3- Explaining : help pupils in explaining their thinking
-4- Sample : respond with pupils and make a model for the new
strategy
-5- Practice : encourage the pupils for trying the new strategy in
solving the sums.
-• Allow each one of the group to apply the strategy.
-• Don’t forget to do the same as pupils do

• After each trainer teaches the lesson give the
pupils , motivating feedback as follows :
• Tell them something they have done well •
Tell them something that they need to
improve and be accurate .
• Be accurate .
• For example , don’t say that (( you made well
done ))
• Instead of that , say (( you did well in making
pupils explain how did they solve the sum
through Asking the question ((can you show
me that on your own fingers?))

Facts derived
Double the number +1strategy
Double the number -1strategy

Introduce to the students a set of
numbers that serve to form twice as
many pairs, and then ask them to
identify the multiplier commensurate
with the number.
Example : write 5 +6
Students will give replies :
5+5
6+6

some pupils find that the doubles are easy
to be remembered 6+7
know that 6 and 6 = 12
12+1 = 13
or 7 and 7 = 14
14-1=13

apply the lesson which is in the
.trainer guide

*the third step of the five steps of strategy.**
help pupils in explaining their thoughts
**through asking them detailed questions as
follows :1) have you counted ?
2)can you show me how did you do that ?
3)did you use double of number ?
4) which number did you start with ?
and what is the second ?
"5) how did you know the answer ?
fourth step : make a pattern for pupils of how
to explain their answer
fifth step : practice

Form sets of 4 pupils and follow the steps explained down for practicing
the minimized lesson by using strategy of double number (+ 1 )
Choice : check the guide , and choose sets of numbers that encourage
using specific strategies
2- The ( solution ) ask pupils to answer the sum
3- Explaining : help pupils in explaining their thinking
4- Sample : respond with pupils and make a model for the new strategy
5- Practice : encourage the pupils for trying the new strategy in solving
the sums
• Allow each one of the group to apply the strategy
• Don’t forget to do the same as pupils do.

• After each trainer teaches the lesson give the
pupils , motivating feedback as follows :
• Tell them something they have done well
• Tell them something that they need to improve
and be accurate
• Be accurate
• For example , don’t say that (( you did well done
))
• Instead of that , say (( you did well in making
pupils explain how did they solve ( answer ) the
sum through asking a question ((can you show
me that on your own fingers?))

feed back join the strategy of
double number 1 + - , with
formal school pupil's book.

** write and evaluate the work that you have
done in that day .
** write only one thing that you have
learned today .
** write one thing that you need more
.practice and explanation in it

what is the most suitable strategy to answer
these sums :
5+6
8+6
13+56
16+34
if you presented the strategy of forming (10)
which one of the following sums are suitable
:* 2+3 * 4+7** 23+54**
write three sums that you can use in
presenting of next strategies :-
The double of number- strategy of forming 10

what is the concept of the place value ?
- what is the importance of teaching the
place value ?
- mention one method you use to teach the
place value inside class.

**the meaning of tens and units in the number
that consists of 2 digits .
-a basic concept in mathematics which the
system of digits is based on it.
The growth of the concept of place value takes
long time for pupil starting from
.kindergarten till primary sixth
- pupil's recognition of names of tens and
units in their places not necessary means
their understanding the place value , as it is
a matter needs different and repeated
experiences.

** understanding the place value is a critical
and basic step in developing pupil's
understanding for numbers concepts**help
pupils in solving the operations of numbers
that consists of more than a number
**when pupils are able to understand the place
value the measured Algorithms become
powerful tools for him
** when pupils understand the place value ,
that helps them in understanding digits
concepts and mathematical rules

present the concepts of place value through process of counting to
continue what the pupils knows
ask pupils to make a set that consists of 35 elements and help them to
count them in a new way through forming sets of tens without 5 as
follows :
(( 10-20-30-31-32-33-34-35 )).
** using language : for example you say (( three tens and five units )) or
three sets of tens and five units or three sets of number 10 plus 5
units
**start to show them the relation between the number of tens and units
sets when they write 35
** explain for pupils that number 3 refers to 3 sets for number 10 ( three
tens ) and 5 refers to 5 units

** use the arithmetic counters and Concrete materials to build concepts of
the place value ( cubes basic 10 , the cubes that
can be tied together and pack of sticks .
** give pupils many chances to make sets of tens , and if it is
possible try to use different materials.
start with single elements that can be gathered quantities - counters -
sticks - stripes of 10 before using the gathered elements before ,
.cubes of basic ten
make links between sets of elements and language .

1-- counting
1- give pupils 11-19 elements
2- ask them to count them
3- ask them to count by forming a set of 10 then to put a set of
ten in a can make a pack or something like that to show
clearly that it is a unit of 10
4- using language to describe quantity , for example number
14 is about ( one ten and four units as one unit from 10 and
4 units )
5- writing the number and referring to the meaning of each
digit (( writing 14 observing that **1** refers to a set of 1 ten
and 4 is the four units ))
ask pupils to do this alone with some elements between 11- 19

use the arithmetic counters and Concrete
materials to build concepts of the place value
cubes basic 10 , the cubes that can be put
together and pack of sticks .stripes of tens
** give pupils many chances to make sets of tens ,
and if it is possible try to use different materials
** start with single elements that can be
gathered (( quantities - counters - sticks -
stripes of 10 ))before using the gathered
elements before ,( cubes of basic ten )
** make links between sets of elements and
language (3 tens and 5 units ) and the written
symbol 35

1- give pupils 11-19 elements
2- ask them to count them
3- mention (ask ) them to count by forming a set of 10
then to put a set of ten in a can make a pack or
something like that to indicate clearly that it is a unit
of 10
4- using language to describe quantity , for example
number 14 is about ( one ten and four units as one
unit from 10 and 4 units )
5- writing the number and referring to the meaning of
each digit (( writing 14 observing that **1** refers to a
set of one ten and 4 is the four units ))
6- ask pupils to do this alone with some elements
between 11- 19

** we have a set of elements consisted of
tens as, packs of sticks ( 10 sticks for
each pack )
** catch them and count them by tens (10-
20-30-40-...,...)
**mention quantities ( like 30 ) then take
one pack away and ask pupils to say
loudly how many packs are there ?
** repeat that with adding / subtracting
different quantities of packs

tell pupils puzzles during their attempt to
guess the number
* I have got 3 tens and 6 units then who
am i ?
* I have got 23 units and 2 tens who am i ?
* If you added 3 tens to what i have , i will
have got 67

table of hundreds is an effective tool in teaching
pupils the place value for a number and
flexibility in add and subtract processes.
* move through hundred table with 10 , 5 and 3
* choose a specific number like 27 then add 1 for
.it and subtract 1 from it
* add 10 for number (27) and subtract 10 from
( 27 )
* choose two numbers , then count what is the
number you need to.
.reach the bigger one from the smaller one
* choose two numbers , then count what is the
number you need to subtract from the bigger
one to reach the smaller one.

what is it ?
recognizing the place value ( place of digits
in a number determines its value )
- pupils use this recognition in forming and
separating components of numbers with
the aim of answering sums
- determining tens and units by pupils it
doesn't mean that they completely
understood the place value

solve these sums without using a pen or a
paper 29 + 1151 + 29
it is important to allow pupils to choose the
strategy that works better with them ,
because not all pupils will solve them in
the same way .

Algorithm of solution : is a fixed way for
solving sums with same steps
- pupils should understand how does the
algorithms work , and also pupil should
be capable of its analysis
- As a teacher don't be slapdash in teaching
algorithms but give pupils time to use
another strategies .
- evaluate all these strategies

there is a set of strategies that are used
with numbers which consist of more than
one digit and which includes forming and
factorize of numbers with aim of solving
sums :56 + 12
observe that there is 10 in 12 so we can add
56 + 10 = 66then add units ( 2)
66 + 2 = 68

follow the lesson that is in the trainer guide

*Third step : help pupils to explain their
thoughts
explaining answers of pupil
- look at the following pupil's answers
- understand what the pupil exactly did
- what will you say or do ?

example : 58 + 14
* pupil's answer was : 612

Form sets of 4 pupils and follow the steps indicated
down for practicing the minimized lesson by using
adding tens then units
1- choice : look in the guide and choose set of digits that
encourage using specific strategies.
2- solution : ask pupils to answer the sum.
3- explanation : help pupils in explaining their thoughts
4- sample : respond the pupils and make a pattern for the
new strategy
5- practice : encourage pupils on trying the new strategy
in answering the sums .
** encourage each one of the group to apply the strategy
** don't forget to do the same the pupils do.

down for practicing the minimized lesson by using
adding tens then units
3- explanation : help pupils in explaining their thoughts.
4- sample : respond the pupils and make a pattern for the
new strategy.
** encourage each one of the group to apply the strategy
** don't forget to do the same the pupils do

after each one teaches the lesson , give them a
feed back as follows :
1- tell something they did it well.
2- tell them something they need to improve
and try to be specified be specified !!
for example (( don't say you did well done ))instead of that
, say you did well , by letting the pupils
explain how did they solve the sum through
asking questions and can you show me that
on your fingers ?

joining the strategy of adding tens then
units , with pupil's school book.

Strategies of numbers that consists
of more than one digit
Strategy of moving some digits
to form tens

46 + 38* take 2 from number 46 then add it
to 38 the total will become 40
* then 40 +44 = 84the map of solution
46 + 38
44 + 2 + 38
40 + 44 = 84

Perform the lesson found in the
trainee guide

Perform the minimized lesson which is
found on trainer guide.

The third step : help pupils in explaining
their thoughts.
* explaining pupil's answers.
* look to the following pupils' answers.
* explore what the pupils have done.
* what will you say or do ?

Example :47 + 23
the pupil's answer was :16

down for practicing the minimized lesson by using the
strategy of moving some digits to form tens.
4- sample : respond the pupils and make a pattern for
.the new strategy
** encourage each one of the group to apply the.strategy

after each one teaches the lesson , give them a
feed back as follows :
1- tell something they did it well
2- tell them something they need to improve
:and try to be specified! for example
(( don't say you did well done ))instead of that
, say you did well , by letting the pupils
explain how did they solve the sum through
asking questions and can you show me that
on your fingers ?

joining the strategy of moving
some digits to form tens with
formal school book

write one thing you have learnt today
* write something which you feel that you
need more practice and explanation for it
* what will you do today after finishing
training ?

mention one method with which you can help
pupils to start understand and recognize the
place value
- choose a set of sums in which add can be
done by using the following strategies :
* adding tens then adding units .
* moving some digits to form tens.

the other part of number 100 pupils work in
groups of 2 persons , the first pupil tells a
number that lays between 1-99 , and the
other pupil thinks about the number of tens
and units needed to form number 100
Example :first pupil says number (34) and the
other pupil thinks that you need another 6
tens to form number 60 to get 94 then if we
add 6 units we will get the number 100 so
answer is (( 66 ))

Numbers that are consisted of
more than a digit
the strategy of subtracting

Numbers that are consisted of
more than a digit
the
strategy of subtracting

– presentation
56 -39 solve the sum using updated
strategy

third step : - The third step : help pupils in
explaining their thoughts.
explaining pupil's answers
* look to the following pupils' answers.
* understand and discover what the pupils
have done.
* what will you say or do ?

Example :
72 – 46
pupil's answer is 34

Form sets of 4 ( pupils ) and follow the steps indicated
below for practicing the minimized lesson by using
new strategies
encourage using specific strategies
2- solution : ask pupils to answer the sum
4- ( sample ) : respond the pupils and make a pattern for
the new strategy.
** leave each one of the group to practice the strategy

after each one teaches the lesson , give
them a feed back as follows :
1- tell something they did it well
2- tell them something they need to
improve and try to be specified be !!for
example (( don't say you did well done ))instead of
that , say you did well , by letting the
pupils explain how did they solve the
sum through asking questions and can
you show me that on your fingers ?

joining the strategy of adding
tens then units , with
pupil's school book

in small sets , practice some strategies
from your choice by using the for steps
of the teaching pattern (( presentation -
pattern - practice - feed back )
** give each one of the group a chance to
explain a lesson
** ask of some of the participants to make a
pattern of a lesson and to mention it to all
the group

**think , how will you teach adding and
subtracting processes in your class.
**write only one thing you have learnt of
that training which you will use in class.
** write about something you feel that you
need more practice in it.
** share your thoughts with someone or
more from persons who sit with you on
your table.

write and evaluate work that you did
through the day.
write one thing you have learnt today. write
one thing you need more practice.and
more explanation in it

teacher asks student to determine
the tens and the units in number
54 , and pupil did that correctly ,
does that mean that pupils
understood the concept of value
and place value ? and why ?

How can I design workmanship
monitoring tasks?

** knowing the concept of learning
**determine the concept of monitoring missions
** distinguish between evaluation and
workmanship monitoring.
**explain the importance of pupil's perfection
monitoring for reading skills
** recognizing the aims of pupil's perfection
.monitoring of reading
** design the tasks of workmanship monitoring of
results of learning a teaching unit
** recognize the concept of aiding teaching.
** takes some teaching decisions according to
.pupil's details

evaluation and perfection
monitoring basic concepts

is the process of collecting , explaining ,
recording ( registering) , and using
information about pupil's responds
specifies teaching tasks
-documentation.
- registration process.
-with a language which is susceptible for
measuring.
-- knowledge , skills , and pupil's
directions.

is the evaluation of pupil's progress in
achieving aimed goals and skills in a short
period.
Follow-up students mastering a series of
educational goals ranked hierarchically.
**making a perfection monitoring during the
teaching annual which pours in the final goal
of annual teaching.

** measuring the basic skills which are
included in special teaching materials
**measuring of the growth and progress of
pupils for the long term results
** measuring information keeping and its
Generalizations.

**follow pupil's growth in specific skills.
** related directly with which is taught in
the full subject.
**helps in controlling the progress to
.educational goals in short term

perfection progress measuring , is done by
making a set of tasks which used as an
indicator for pupil's perfection of a
special skill or learning a certain content.

answers the following questions :
** do pupils achieve the long-term
mentioned aims ?
**do pupils always achieve acceptable
progress in mastering , the aimed skills ?
**does the way of teaching that used by
teacher inside class need ?
1 ) modification
2 ) changing

monitoring perfectionperfection
* happen on short
terms periods ( each
week or 2 weeks )
*Happened on longer
.terms periods
* related to short
terms learning results
*Related to general
learning results long
termed.
*aims to what extent
the pupils get perfect
in the skills they learn
* Aim to measure
knowledge , skills and
.directions of pupils
*helps in designing the
interventions for
improving the results
of pupils' learning
*Measure the basic skills
related to the content of
subjects.

the teacher determines the level of perfection
for pupils who are needed to be measured to
a percentage at least 75%this level is
considered acceptable to a wellness that
enables pupils of counting skills in
condition that not to be less than this
percentage but.it could be more

choosing the items of tasks should be
limited by a time and also and also the
mark of each item separately.
* determining the instruction of the items
and of exam questions to help pupils in
answering questions.
* designing a keyword for correcting the
items to be easy for teacher to correct
items.

** evaluating pupil's perfection in adding skills counting sums find
the results of :
3 +2 =
5 + 4 =
6+ 2 =
2 + 4 =
evaluating pupil's perfection for skill of adding counting sums
method of work : single work + pupil with teacher procedures
** distribute work sheet for every pupil.
** be sure of writing pupil's names.
** ask pupils to answer the sums alone.
.**determine a time limited ( 3 minutes )
** after time out , work with pupils singularly by discussing him how
did he get the answer .
.** write down the way of solution in the sheet
**repeat that with other pupils in class.
**make your analysis for the way that pupils used in their answers
** think about the educational decisions you will take depending on
your factorize for these details.

evaluating the perfection of pupils' adding skills
ask students to listen carefully the sums you
read for them the teacher points that he will
read the sums twice then give them 3 minutes
for answering the sum and discuss with them
the way of answer.
** fishbowl has three fishes , then two fishes
added to them so how many fishes are there in
the bowl ?
**Maha bought three balloons , and she bought
five more , so how many balloons are there with
Maha ?
** a group of friends has five children , then more
four children joined them , how many children
are there in the group ?
** Omar bought a color tray that costs four pounds
, and a drawing sketch that costs three pounds ,
so how much did Omar pay?

** evaluating pupil's perfection for the skill of oral
adding sums skills
** the method of work :
singular work + pupil with teacher procedures
:distribute a work sheet for each pupil.
.-be sure of writing the names of pupils
ask pupils to answer the sums alone.
- determine a time limit for 3 minutes.
- after time out work with pupils singularly to
discuss with pupils how did he get the answer.
- write down the way of solution in a sheet.
.- repeat that with other pupils in class
- analysis the ways that pupils used in answer
- think about the educational decisions you will
take due to analyzing of details.

Translated by
Mrs. Shimaa Saied Mahmoud Taha
With my best wishes

العرض التقديمي-للحسابية

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