Transcript In association with Trevithick Learning Academy, Maria Richards (In

New Maths
Curriculum 2014
Jo Cronin
Freelance Maths Adviser
Mental Mind Gym coming
….
30 Second Challenge - INTERMEDIATE
3/8
64 of ÷
this 4
1/5
+7 x 5 of
this
x 13 + 5 ÷ 6
x2
Answer
?
Are you a Maths Fan or Maths
Phobic?
The 2014 national curriculum for mathematics has
been designed to raise standards in maths, with the
aim that the large majority of pupils will achieve
mastery of the subject.
“By raising standards in basics such as reading,
grammar, fractions and basic scientific concepts,
children will be equipped to do more advanced work
once they start secondary school.”
Broken down into:
• Number
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Number and place value
Addition and subtraction
Multiplication and division
Fractions, decimals and percentages
• Measures
– Measurement
• Geometry
– Properties of shape
– Position and direction
• Statistics
Roman Numerals
• What do you think about the teaching of
Roman numerals?
Developing Fluency
• Pupils become fluent in the fundamentals of
mathematics, including through varied and frequent
practice with increasingly complex problems over time,
so that pupils develop conceptual understanding and the
ability to recall and apply knowledge rapidly and
accurately.
Learning Times Tables
How did you learn yours?
Last one!
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4 X 5?
8 X 6?
6 X 7?
7 X 8?
12 X 9?
How to help at home
• When your child has begun to learn a table, practise the table for five
minutes each day with them.
• It is important to say the whole table, not just the answers, again and
again and again and again!
• Break down each table into manageable chunks. For example, ask
them 1 x 6, 2 x 6 and 5 x 6 until they know the answers. Then add the
next one.
• Work on pairs of tables, for example if your child is learning the two
times table they can use their doubling facts to calculate the four times
tables.
• Test your child by firing questions at them, out of order reminding them
that they can use facts that they are confident with to work out trickier
ones. For example if they know 4x6=24 just double to find 8x6.
• Keep checking that they still know the facts they have learnt and revisit
previously learnt facts.
• Use a range of vocabulary—times, multiply, lots of, sets of.....
21 Facts to Learn
1
1×1=1
1×2=2
1×3=3
1×4=4
1×5=5
1×6=6
1×7=7
1×8=8
1×9=9
2
2×2=4
2×3=6
2×4=8
2×5=10
2×6=12
2×7=14
2×8=16
2×9=18
3
3×3=9
3×4=12
3×5=15
3×6=18
3×7=21
3×8=24
3×9=27
4
4×4=16
4×5=20
4×6=24
4×7=28
4×8=32
4×9=36
5
5×5=25
5×6=30
5×7=35
5×8=40
5×9=45
6
6×6=36
6×7=42
6×8=48
6×9=54
7
7×7=49
7×8=56
7×9=63
8
8×8=64
8×9=72
9
9×9=81
Top Maths Apps – Times Tables
•DK 10 Mins a Day
•Squeebles
•Times Table Clock
•Early Birds – Times Tables Training
Mathematical reasoning
• Focused mathematics talk should remain central to your
mathematics lessons.
• Pupils reason mathematically by following a line of
enquiry, conjecturing relationships and generalisations,
and developing an argument, justification or proof using
mathematical language.
Odd one out
• Which is the odd one out? Why?
6, 15, 28, 36, 66
Problem solving
• Pupils can solve problems by applying their
mathematics to a variety of routine and non-routine
problems with increasing sophistication, including
breaking down problems into a series of simpler steps
and persevering in seeking solutions.
• This could mean starting rather than ending, a topic with
a problem, and whether problems provide a suitable
context for learning, developing and securing new
concepts.
Ben spent 2⁄5 of his money on a CD.
The CD cost £10. How much money
did he have at first?’
Ready to progress
• The expectation is that the majority of
pupils will move through the programmes
of study at broadly the same pace. When
to progress should always be based on
the security of pupils’ understanding and
their readiness to progress to the next
stage.
• Pupils who grasp concepts rapidly should
be challenged through rich and
sophisticated problems before any
acceleration through new content.
• Those pupils who are not sufficiently fluent
with earlier material should consolidate
their understanding, including through
additional practice, before moving on.
How you can support
your child at home?
Look for and talk about numbers in the
environment
Number bonds for 10, 20, 100
Times tables
Play games
Shopping and giving change.
Cooking
Telling the time and reading timetables
24
Money, money, money
• Estimate – at the shops ask your child to estimate how much 3 or 4
items will come to.
• At the shops - if you're buying a couple of items in a shop, ask them
to guess how much they will cost.
• Give them small amounts of pocket money e.g 50p - what can they
buy? If they want to save for something, how long with it take them?
• Talk about the items you buy - which are more expensive, which are
cheaper? Which are heavier, which are lighter?
• Explore quantities by asking them to think about how many different
ways they can make 50p. How many 10p coins do you need to
make £1?
• When you buy something, get your child to hand over the money.
Check the change with them afterwards.
www.aramazu.com
Play Games
• Playing number games, including board games like
Snakes and Ladders, has been proven by research to
increase children’s understanding of relative number size
as well as counting.
iPad
• Doodle Critter Math: Numbers
7 mini games
• Little Digits
• Number Monsters
• Bugs and Numbers
iPad
•Andrew Brodie – Mental
Maths Y1-6
•Maths Splat
•Operation Maths
• Squeebles – Addition and
Subtraction
Websites
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www.nrich.maths.org
www.ictgames.co.uk
www.topmarks.co.uk
www.conkermaths.org
www.ttrockstars.com
www.sumdog.com
www.mangahigh.com
Place value with a calculator
234
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Change the 4 into a 9
Change the 2 into a 7
Explain what you did
Take 40 and add 9 or add
100 take 200 away and
add 700 or add 50
Add Snap
• Deal out all of the cards.
• Take it in turns to put a card down and then add your
card total to the last card total.
• If the amount adds up to 10 you take the pile!
• The winner is the person who finishes with all of the
cards.
Variation +/- 1 snap
Target 10
• Players start with 0.
• They take turns to throw the dice, choose
to add or subtract the number.
• First to make exactly 10 wins.
Fishy fishy fingers
• 2 children face each other and at the same
time hold up some fingers on one hand.
• The first player to say the total of the
fingers shown scores a point. First to 10
points wins.
Tic Tac Toe 15
• 1 player uses 1, 3, 5, 7, 9
• The other player uses 0, 2, 4, 6, 8.
• The players take it in turns to place a number (they can
only use it once) in the noughts and crosses grid.
• The first player to complete a line which adds to 15 wins.
Developing Recall Number Facts
www.conkermaths.org