Maths Helping our children to achieve DEBORAH HAWORTH
Maths – Helping our children to achieve DEBORAH HAWORTH Assistant Head Maths Lead across the Federation
Aims of the session �To outline some of the changes in the approach to maths teaching �To share some of the activities that we do in school �To provide ideas on how you can support your child at home
When you hear the word Maths what do you think? My favourit e subject! A life skill! I struggled with it at school. PANIC! I found it difficult at school and now so does my child. I wish I was learning it how my child is.
Maths teaching – a new approach � Developments and changes The expectations are that children will cover the maths objectives for their year – these expectations have been raised However, decisions about when to progress are based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material will consolidate their understanding, including through additional practice, before moving on. � Using a concrete, pictorial, abstract (CPA) approach at all ages for all children � Fluency and rapid recall � Depth � Mastery
Concrete �Concrete representation �This is a 'hands on' component using real objects and it is the foundation for conceptual understanding
Pictorial �Pictorial representation �Using representations, such as a diagram or picture of the problem.
Bar modelling
Bar modelling
Bar modelling
Bar modelling
Hundreds Tens Ones 9 ones + 2 ones = 11 ones Regroup the ones + Add the ones 1 4 9 3 2 1 8 1 1 Regrouping in ones Add the tens Add the hundreds
Abstract + 1 4 9 3 2 1 8 1 1
Abstract experiences �Abstract representation �The abstract stage - a child is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6
What are the characteristics of a child who is good at maths? A child who: �takes risks �asks questions and explores alternative solutions without fear of being wrong �enjoys exploring and applying mathematical concepts to understand solve problems �explains their thinking and presenting their solutions to others in a variety of ways �reasons logically and creatively through discussion of mathematical ideas and concepts �becomes a fluent, flexible thinker able to see and make connections
Getting to know activities Can you show me …? What do you know about…? 24 How many ways can you make…? (using the 4 operations) Where have you seen …? What is special about the number…?
Welcome mistakes! They are learning opportunities!
The object of learning What’s a dog?
To understand what something is we need to understand what it is not. What’s the same? What’s different?
Are they all fifths? If not, why not?
To understand what something is we need to understand what it is not.
Key questions How many groups are there? How many things in each group? Key teaching points [1] Answering the key questions. Eg There are 3 groups. Each group has 2 dogs. [2] Expressing mathematically in different ways: 2 + 2 = 6; 3 twos = 6; 3 groups of 2 = 6 [3] Devising a summative statement: There are six dogs altogether.
Teach what isn’t a multiplication sentence
Useful things to practise at home: �Doubles and halves �Number Bonds of 10, 20 and 100 �Adding or subtracting 2 small numbers �Multiplication tables and division facts �Linking multiplication tables x 8 is double x 4, x 6 and x 3 etc. �Making links 7 x 10 is 70 so 7 x 20 is 140 �Rounding and estimating – shopping, eating out
Helping at home �Cook – measuring and weighing �Look at numbers in the environment e. g. telephone keys, number of plates, door numbers, book pages, sleeps until Christmas! �Telling the time �Money �Comparing heights �Birthdays, Months of the year, Days of the week
Images with mathematical potential �What is this? �Where would you see these? �How many do you think there are? �What shapes can you see? �Are there any lines of symmetry? �Is there a repeating pattern? �What else do you notice? �How many…. . do you estimate there to be? �What other questions could we ask?
Calendar activities �Mark off days �What day is it today? Yesterday was…. Tomorrow will be…. �How many days until the weekend? �Who has a birthday this week? How many days until Jack’s birthday? �How many school days left this month? �What fraction of the month is either a Monday or Tuesday? �Include rhymes/songs about days of the week, months of the year, seasons, weather…. https: //www. youtube. com/watch? v=3 tx 0 rvu. XIRg
Props around the home � A prominent clock- digital and analogue is even better. Place it somewhere you can talk about the time each day. � A traditional wall calendar-Calendars help with counting days, spotting number patterns and � Board games that involve dice or spinners-helps with counting and the idea of chance � A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting, 13 times tables � Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial � Dried beans, Macaroni or Smarties- for counting and estimating � A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc � A large bar of chocolate (one divided into chunks)- a great motivator fractions work � Fridge magnets with numbers on- can be used for a little practice of written methods � Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing � Unusual dice- not all dice have faces 1 -6, hexagonal dice, coloured dice, dice from board games all make talking about chance a little more interesting � A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting. � Shapes – 2 -D and 3 -D – a tin of beans is a cylinder
Developing Maths � Prompting thinking & questioning � Providing opportunities to manipulate, experience and see (use of resources) � Develop thinking through investigation � Reasoning and making connections � Engaging in talk � Enabling learning through drawing attention to different possibilities � Encouraging children to make links and generalise Maths is about spotting patterns, making links and understanding how pieces of knowledge fit together NOT purely memorising facts and procedures by rote – but this is VERY important
Finally. . . Don't tell them you are hopeless at maths �You may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important” Do play (maths) with your child �There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox �Remember to refer to the booklet on the website �Do get excited about maths!
“Arithmetic is being able to count up to 20 without taking off your shoes”. Mickey Mouse
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