Transcript To be numerate_1

To Be Numerate
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Parent Information
Evening
Outline
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How is Mathematics taught now?
The New Zealand Numeracy Framework
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Helpful and practical ideas to support your
child’s learning in mathematics.
Numeracy Project Goal
“to be numerate is to have the ability and
inclination to use mathematics effectively –
at home, at work and in the community”
Published in Curriculum Update 45:
Goals cont.
Focusing on the problem and the ways we
work stuff out.
 Mental and oral before traditional
algorithms.
 Make decisions about the smartest
strategy to use on any given problem.
 Challenge children to achieve and develop
a positive attitude towards learning
mathematics.
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Developmental
Stage
Progression
The New Zealand Number
Framework
The NZ Numeracy Framework
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Each Numeracy Stage highlights key knowledge
and strategy that a child should know.
Strong knowledge is essential for students to
broaden their strategies across a full range of
numbers.
Creates new knowledge through use
Strategy
Knowledge
Provides the foundation for strategies
Knowledge and Strategy
 Knowledge (what we know/need to know)
– Writing and Reading Numbers, Number
sequence, Grouping and place value, basic
facts.
 Strategy (how we do it)
– Addition and
Subtraction, Multiplication and Division, Fraction
and Proportions.
Numeracy Stages
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Emergent
One to One Counting
Count from one on Materials
Count from one by Imaging
Advanced Counting
Early Additive Part-Whole
Advanced Additive Part-Whole
Advanced Multiplicative
Advanced Proportional
Counting
Strategies
Non Counting
Strategies
Emergent – Stage 0
Emergent – Stage 0
How many
counters? (7)
Movie Clip
1,2,3,5,
8...?
The child can not
consistently count a
collection of objects.
One to One Counting - Stage 1
One to One Counting - Stage 1
4+3=?
1,2,3,4
and
1,2,3.
The child can count a set
of objects up to ten but
can’t join and separate
sets like 4 + 3 =
Count From One on Materials
(Stage 2) After one year at school.
Count From One on Materials
(Stage 2) After one year at school.
4+2=?
1,2,3,4
1,2
1,2,3,4,5,6
The child solves the
problem by using their
fingers or other materials
and counts from one.
Count From One By Imaging –
(Stage 3) After one year at school
Count From One By Imaging –
(Stage 3) After one year at school
4+2=?
Counts in head
1,2,3,4,5,6
The child counts all the
objects from one by
imaging visual patterns of
the objects in their mind.
Advanced Counting (Stage 4)
After two years at school.
Advanced Counting (Stage 4)
After two years at school.
8+5=?
9,
10, 11, 12,
13.
Counts on
The child counts on from
the largest number
Skip counts to work out times tables
Early Part-Whole (Stage 5) Year 3 - 5
Early Part-Whole (Stage 5) Year 3 - 5
37+9=?
“I know that
37+10 is 47.
and so I just
have to take
one off.”
The child uses simple strategies to
solve addition and subtraction
problems mentally
Times tables through skip counting and
repeated addition.
Advanced Part-Whole – (Stage 6)
Year 6
Advanced Part-Whole – (Stage 6)
Year 6
36+18+27=?
27+20=47
47-2=45
40+30=70
6+5=11
70+11=81
The child can select from a
wide range of strategies to
solve various addition and
subtraction problems mentally
‘Knowing’ times tables and using known
facts to find unknown facts
Advanced Multiplicative (Stage 7) –
Year 7 / 8
Advanced Multiplicative (Stage 7) –
Year 7 / 8
121-66=?
121 is 11x11
66 is 11x6
(11x11)-(11x6)=(11x5)
11x5=55 so the answer
is 55.
The child can select from a
wide range of strategies to
solve various multiplication and
division problems mentally.
Advanced Proportional (Stage 8)
Year 8 / 9
Advanced Proportional (Stage 8)
Year 8 / 9
4/9 of x = 16
If 4/9 is 16 then
1/9 is 4. So 9/9
must be 4x9
which is 36.
The child can select from a
wide range of strategies to
solve challenging problems
involving, decimals, fraction
percentages and ratios.
How is maths
taught differently
now?
Assessing what children know.
Assess - where each child is at through
oral interviewing and questioning
 Group according to a Childs strategy stage
using the New Zealand Number
Framework
 A useful tool - IKAN Sheets
 Encourage children to self assess (reflect)
know and own their next learning steps.
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Teaching
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Model and support children
understanding using a
researched teaching model.
Using materials
Thinking about what would
happen on the materials
Working only on numbers
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Teach to achieve next
learning steps.
Using
Materials
Imaging
Materials
Working only with
numbers
How can parents help?
Developing a child’s knowledge is a key to
their success and development in
mathematics.
 Handout sheet.
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