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Lydia Davison

@DavisonMiss • 5,416 subscribers

Assistant Head • Raising standards lead • NPQLT • #SAAS 2023 T&L theatre • #GOE 2023 • #MathsConf34 • Instructional Coach • Numicon Essentials author

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🚌 ✋🏼➗ I was recently asked where #Numicon changes the game for KS2 chn & division has to be up there! 🪜Accessible for ALL chn 👀Easy to follow 🗣️Promotes collaboration & talk ↗️Progresses to deeper learning (exchanges, remainders) If division is coming up, give this a try!

🚌 ✋🏼➗ I was recently asked where #Numicon changes the game for KS2 chn & division has to be up there! 🪜Accessible for ALL chn 👀Easy to follow 🗣️Promotes collaboration & talk ↗️Progresses to deeper learning (exchanges, remainders) If division is coming up, give this a try!

95,934 views • 2 years ago

$Starting fractions next week in Y6 so I thought I’d share my no.1 way to reach improper fractions & mixed numbers using #Numicon & pegs. Accessible for all & helps chn to understand how to convert & why they are using ✖️, ➗ & ➕ If fractions makes you nervous, give this a go!$

Starting fractions next week in Y6 so I thought I’d share my no.1 way to reach improper fractions & mixed numbers using #Numicon & pegs. Accessible for all & helps chn to understand how to convert & why they are using ✖️, ➗ & ➕ If fractions makes you nervous, give this a go!

80,121 views • 2 years ago

$4️⃣5️⃣ seconds on UKS2 fractions with Numicon Converting between mixed numbers & improper fractions is quite possibly my favourite use of Numicon shapes. Every child can succeed by breaking it down to a question every child can answer: how many pegs? This is how I ❤️ to do it👇🏼$

4️⃣5️⃣ seconds on UKS2 fractions with Numicon Converting between mixed numbers & improper fractions is quite possibly my favourite use of Numicon shapes. Every child can succeed by breaking it down to a question every child can answer: how many pegs? This is how I ❤️ to do it👇🏼

73,493 views • 3 years ago

$6️⃣0️⃣ seconds on fractions & percentages equivalence using Numicon It can be really hard to adapt some harder concepts for all chn but I’ve found using the Numicon 100 really helps! Are some chn struggling to see or understand how to convert a fraction to a %? Give this a try!$

6️⃣0️⃣ seconds on fractions & percentages equivalence using Numicon It can be really hard to adapt some harder concepts for all chn but I’ve found using the Numicon 100 really helps! Are some chn struggling to see or understand how to convert a fraction to a %? Give this a try!

54,086 views • 2 years ago

CPA - Concrete is Perfect for Algebra 😅 We’ve began to explore algebraic thinking & the representation of numbers as letters … and it all started with just 3️⃣ counters 🔴🔵🟡 A concept feared by many made familiar & playful 😃 If algebra makes you nervous, give this a try!

CPA - Concrete is Perfect for Algebra 😅 We’ve began to explore algebraic thinking & the representation of numbers as letters … and it all started with just 3️⃣ counters 🔴🔵🟡 A concept feared by many made familiar & playful 😃 If algebra makes you nervous, give this a try!

49,328 views • 2 years ago

🚌✋🏼➗ cont. I have been asked how #Numicon can be used to support some chn’s procedural fluency later in the seq of learning! Note: this is 1 of many ways it can be used to support understanding of ➗ If you want to adapt rather than differentiate by outcome, give this a try!

🚌✋🏼➗ cont. I have been asked how #Numicon can be used to support some chn’s procedural fluency later in the seq of learning! Note: this is 1 of many ways it can be used to support understanding of ➗ If you want to adapt rather than differentiate by outcome, give this a try!

39,788 views • 2 years ago

$And then… 4️⃣5️⃣ on why IMO Numicon shapes add value & meaning when finding equivalent fractions 🤷🏼‍♀️ EFs within a context of proportion enable chn to understand why they “do the same to the bottom & the top” 🔄Repetition of the same shape enable chn to see the constant proportion$

And then… 4️⃣5️⃣ on why IMO Numicon shapes add value & meaning when finding equivalent fractions 🤷🏼‍♀️ EFs within a context of proportion enable chn to understand why they “do the same to the bottom & the top” 🔄Repetition of the same shape enable chn to see the constant proportion

41,602 views • 3 years ago

🧱 90 seconds on the area model for multiplying with rods 🧱 🕰️ Quick to set up 👀 Visual 🪜 Scaffolds all learners 🖊️ Transitions to written method Logistically, the CPA approach can be difficult with larger numbers! Eg ✖️ My ECT wanted to know how to do this with her Y4s!

🧱 90 seconds on the area model for multiplying with rods 🧱 🕰️ Quick to set up 👀 Visual 🪜 Scaffolds all learners 🖊️ Transitions to written method Logistically, the CPA approach can be difficult with larger numbers! Eg ✖️ My ECT wanted to know how to do this with her Y4s!

14,438 views • 2 years ago

$“Which column does the 100s, 10s & 1s go in?” Reimagining base 10 to bridge UKS2 fractions & decimals! That 💡 moment when chn see links between PV & decimals/fractions & can make, describe & compare 1 & 2 dp numbers 1️⃣ brilliant idea taken from Oxford Primary Making Fractions👇🏼$

“Which column does the 100s, 10s & 1s go in?” Reimagining base 10 to bridge UKS2 fractions & decimals! That 💡 moment when chn see links between PV & decimals/fractions & can make, describe & compare 1 & 2 dp numbers 1️⃣ brilliant idea taken from Oxford Primary Making Fractions👇🏼

17,384 views • 3 years ago

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