Maths 4 Kids

Maths 4 Kids is a YouTube channel aimed at parents, teachers and children. We introduce a different concept every week and show how it can be taught using concrete resources, so it makes sense to children.

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Maths 4 Kids is a YouTube channel aimed at parents, teachers and children. We introduce a different concept every week and show how it can be taught using concrete resources, so it makes sense to children.

Column subtraction - using concrete resources to represent tens and ones

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In this video we use straws to help children understand the concept of column subtraction. We partition each number and use bundles of ten straws to represent the tens and individual straws to represent the ones. We show subraction without exchanging first, then look at it with exchanging.

Equivalent fractions (part 1) - fractions equal to one half

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This is our first of 2 videos on equivalent fractions. We look at fractions equivalent to one half, with the help of fraction cubes and fraction circles. We think look at the pattern to understand the rule for fractions being equivalent to one half.

Fractions of amounts - using concrete resources and the bar model

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In this video we use concrete resources and the bar model to help understand fractions of amounts. We start by looking at unit fractions then move on to looking at non-unit fractions.

Fractions of shapes - fraction vocabulary / terminology

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This is our first in a series of videos on fractions. It is a basic introduction to fraction vocabulary / terminology.

Short division / bus stop division with place value counters

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In this video we show how concrete resources (place value counters) can help children to understand short / bus stop method division.

Division as sharing - using concrete resources to partition and divide 2-digit numbers

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In this video we look at division as sharing. We use bundles of ten straws to represent the tens and individual straws to represent the ones. We partition then tens and ones and divide by sharing.

Division as grouping - using concrete resources.

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In this video we look at division as grouping by partitioning the number into tens and ones and using bundles of ten straws to represent the tens and individual straws to represent the ones. We then divide the tens and the ones by grouping.

Grid method multiplication - using place value counters

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In this video we use concrete resources to help children understand grid method multiplication. We begin with bundles of ten and individual straws, then move on to looking at place value counters.

Equivalent fractions (part 2) - using fraction cubes and fraction circles

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This is the second of 2 videos on equivalent fractions. In the first video we looked at fractions equivalent to a half. In this video, we look at other equivalent fractions. We use both fraction circles and fractions cubes to help understand the concept.

Column addition - with concrete resources

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In this video we use concrete resources to help children understand column addition. We use bundles of ten straws and individual straws to represent the tens and ones. We begin by showing addition without exchanging, then with exchanging

Subtracting fractions with the same denominator

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In this video we use concrete resources (fraction circles and cubes) to ensure children have conceptual understanding of how to subtract fractions with the same denominator. We subtract from one whole, then look at what happens when the first fraction is bigger than one whole

Fractions greater than 1 - improper and mixed number fractions

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In this video we use concrete resources and the part-whole model to investigate what happens when fractions are greater than 1 whole.

Adding fractions with the same denominator

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In this video we show how concrete resources can help children to understand the concept of adding fractions with the same denominator. We start with the fractions adding up to less than one whole , then show what happens when they add to more than one whole

Video: Telling the time in analogue (part 2) o'clock, half past, quarter past, quarter to

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This is our 2nd of 4 videos on analogue time. In this video we begin by focusing on just the minutes hand to understand o’clock, half past, quarter past and quarter to. We begin with the numbers removed, so the focus is more on the position of the hand, rather than the number it is pointing to. We then look at the hour hand and minute hand on 2 separate clocks and then bring the 2 hands together on the same clock. In our next video we will be looking at time to 5 minutes

Telling the time in analogue (part 1) Using just the hour hand to understand o'clock and half past

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This is the 1st of 4 videos on analogue time. In this video we are only focusing on the hour hand to learn O’ clock and half past the hour. Children find time difficult when both hands are presented together, over these 4 videos we break it down so only one hand is introduced at a time before both hands together, once children are secure. We look at the hours 1-12 on a straight line number line before looking at them in a circle. This is to show that reading a clock is no more difficult than reading a number line. In our next 3 videos we will be looking the hour hand and the minute hands separately before looking at both hands together on one clock. For all our other videos please visit www.youtube.com/maths4kids

Telling the time in analogue (part 3) Reading time to 5 minutes

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This is our 3rd of 4 videos on analogue time. In this video we begin by focusing on just the minutes hand to read the time to 5 minutes. We start by looking at the minutes on a straight number line, before looking at them with just the minutes hand on the clock. We then look at the hour hand on a separate clock, before bringing both hands together onto the same clock.

Telling the time in analogue (part 4) Reading time to 1 minute

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This is our 4th of 4 videos on analogue time. In this video we begin by focusing on just the minutes hand to read the time to 1 minute. We start by looking at the minutes on a straight number line, before looking at them with just the minutes hand on the clock. We then look at the hour hand on a separate clock, before bringing both hands together onto the same clock.