Numeracy Argyll and Bute Council Maria Mc Arthur

Numeracy Argyll and Bute Council Maria Mc. Arthur Acting PT for Numeracy

To face the challenges of the 21 st century, each person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1

Making Maths Count – published in September 216 • Improving confidence and fluency in maths for children, young people, parents and all those who deliver maths education to raise attainment and achievement across learning. • All schools and nurseries should use a wide range of effective learning and teaching approaches to promote positive attitudes and develop high expectations, confidence and resilience in maths.

What have we been doing? https: //blogs. glowscotland. org. uk/ab/sali/

SSLN results for 2015

www. sumdog. com http: //www. sumdog. com/en/How_to_use_Sumdog%27 s_teacher_dashboard/

www. mathsolutions. com/documents/Number. Talks_SParrish. pdf

“Far too many students hate maths and for many it is a source of anxiety and fear. This is particularly true for girls. ” Jo Boaler – Stanford Graduate School of Education

What are Number Talks? • Number Talks rationale • Number Talks format • The role of the teacher • Classroom environment

What are Number Talks? • Classroom conversations based around carefully planned problems that are solved mentally; • 5 - 15 minutes as part of your number daily routine

Number Talks Rationale v Accuracy v Efficiency v Flexibility

Teacher’s Role • Plans carefully selected problems • Facilitator • Records all answers • Makes effective use of questioning • Read situations – keeps lesson flowing • Allows concrete materials (infants) • Allows thinking time • Accepts all answers – values everyone’s thinking

Key language to be used during Number Talks in the classroom Display this language clearly in the classroom.

Number Talks Format

Classroom Environment • A safe environment • Think first, then check • Interaction • Self correction

“I have not failed. I’ve just found 10, 000 ways that won’t work. ” Thomas A. Edison

Video - Early Level through to Second Level

Video – pupils lead the learning

Video – secondary pupils talking about number

Planning for Number Talks • Will your Number Talks be a stand alone unit or a series of lessons? Does your problem allow for mental maths? • Are your numbers friendly? Will children be able to retain them? • Are there multiple strategies that children can use? • Are you providing opportunities to build on previously used strategies?

35 + 77 = 112

Planning for Number Talks Class: Primary 3 Number Talk Problem 34 – 16 Series of Problems: 35 – 17 34 – 18 32 – 16 36 – 19 Focus: Most children could not accurately carry out (mentally) a subtraction calculation involving numbers bridging across 10 Possible strategies: Counting on +1 +1 +10 +4 = 18 16 17 18 19 20 34 +4 +14 = 18 16 20 34 Counting back -4 -10 -2 34 30 20 18 Partition Bar Models 34 – 10 = 24 24 – 4 = 20 20 – 2 = 18 Round and Adjust 30 – 16 = 14 34 – 20 = 14 14 + 4 = 18 Question Prompts: How did you solve this problem? Did anyone use a different strategy? Can someone else explain ……. ’s strategy in their own words? Who would like to piggy back on to ……. ’s strategy? Which strategy do you think is most efficient? Can you explain why it is the most efficient?

Task – Plan a Number Talk to use • Use the DVD to help you – gives examples of lessons. • Early Level – Page 73, Classroom Clip K 1: Ten frames and Dot Cards • First Level – Page 195, Classroom Clips 2. 3 and 3. 1: Addition • Second Level – Page 245, Classroom Clip 3. 5: Multiplication • Third Level and beyond – Chapter 8 of “Making Number Talks Matter”

Assessing Number Talks • Post-it notes • Explain Everything – app for i. Pad • Filming children in groups • Jottings children have made • Flip chart paper • Mental strategy assessments

Number Talks Progressions • Importance of Developing Number Sense • Importance of teaching mental maths strategies, for example subitising, doubling, arrays etc. • Useful learning resources for number sense and computation: http: //learn. district 196. org/course/view. php? id=1482

Feedback welcome! Please provide feedback to: Maria. Mcarthur 2@argyll-bute. gov. uk Or, join us on yammer: Use your Glow log-in, install the Yammer tile and search for Numeracy and Mathematics in Argyll and Bute