Transcript Maths Work Shop Presentation

Maths Workshop
Welcome to
‘Supporting
Your Child’
Aims of the Workshop
To raise standards in maths by working closely with
parents.
To provide parents with a clear outline of the key
features of maths teaching at St Joseph’s Catholic
Infant School.
To provide parents with materials that they can use
at home to support children’s maths development.
Odd one out
They didn’t do it
like that in my
day!”
Which is more
important:
or
• This will depend on the
numbers involved and
the individual child.
Maths in the past!
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In the 1960s, a lot of time
was given to practising
methods.
Research shows that despite this some children
found certain methods difficult, forgot them rather quickly or
made persistent errors.
Sometimes, the result was a dislike of
the subject, which could persist into
adult life.
With the 1970s bringing the
introduction of calculators, people
began to debate what calculating skills are actually needed in
life.
Good practice in Maths today!
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Mental calculation skills are vital.
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Children need the ability to estimate.
e.g. If I have 18 sweets in one bag
and 33 sweets in another bag,
how many do I have altogether.
Children can estimate by adding 20 and 30 and know
that roughly the answer should be around 50.
Good practice in Maths today!

All children need to learn maths in a real life
context.
As well as knowing 7x7=49. Children need to be able to do the
following:
There are 7 fields, each field has
7 sheep in them. How many sheep
are there in total?
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Children need to be able to explain how they
have calculated something using a method that
suits them. If they can’t explain it, they don’t
fully understand it.
Written calculations, are taught but when
children are ready.
Mental before written

We need
to first
develop a
sense of
number.
I’m only five
but I’ve gone
right off the
idea of maths!
• Counting along the road/ up the
stairs
• Number songs
• Finger Maths
• Money in a tin
• Using the 100 square to support
counting
• Begin counting.
• Look for the instructions which will
tell you whether to count forwards
or backwards and in steps of 1, 2, 5
etc.
• Get ready: 1, 2, 3, 4, 5
+2
-1
• Stamp, clap, click (include
doubling and halving)
• Reading large numbers
• Chairs - Multiplying and
dividing by 10, 100
• Research shows that you take in:
• 5% of what you hear
• 10% of what you see
• 20% of what you write
• 70% of what you do
• 90% of what you teach somebody
else
• Games in mathematics help
children to explore, practise
and consolidate key skills in a
non-threatening situation.
Which of these
shapes are
triangles?
Why aren’t
these shapes
triangles?
2
4
8
16
5
1
13
7
14
3
6
10
0
9
15
20
Questioning
What can you tell me about the number 3?
3
Asking Questions
Higher order questions require more thinking
and generate more discussion.
How could you alter these questions to promote
talk?
• Is10 odd or even?
• What is 2 + 5 ?
• What is 1/2 of 24?
• What shape is this?
What is
the
same?
What
is
different?
Odd one out
Which sequence is the odd one
out, and why?
2, 5, 8, 11 ….
6, 9, 12, 15 ….
7, 10, 13, 16 ….
34, 37, 40, 43 ….
-4, -1, 2, 5 …..
Which of these numbers
the odd one out, and why?
Which shape is the odd one out, and why?
5, 9, 10
When do children need to start
recording?
• The following table shows how some sort of recording
is relevant throughout the primary years with mental
strategies playing an important role throughout. This
has slightly changed this year.
Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year6
Making a record of a calculation
Jotting to support a mental strategy
Explaining a mental strategy
Developing written methods
to the standard method you
learnt at school
Vocabulary
Child’s language
The everyday language that involves mathematical
ideas
Materials language
The language that comes from using concrete and
pictorial materials
Mathematical language
The mathematical words that are used with the ideas
Symbols
The mathematical abbreviations and equation
23 – 18 =
You can say this calculation many different
ways.
How many can you think of?
Try to use the different levels of language.
Failure to understand mathematical
vocabulary may be because:
•
children are confused about mathematical terms
(e.g. ‘odd’ and ‘table’ have different meanings in everyday English)
•
children are confused about the precise use of some words
(e.g. ‘area’ and ‘divide’ are used in everyday English and have
similar though more precise meanings in mathematics)
•
children may not be familiar with mathematical vocabulary
(e.g. words such as ‘subtract’, ‘multiplication’)
•
children may not understand spoken and written instructions
(e.g. ‘draw a line between’, ‘ring’, ‘find two different ways to..’)
Help children to develop their understanding
of mathematical vocabulary by:
•
Having a structured approach to the teaching and
learning of vocabulary
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Introducing new words in a suitable context so they can
be explained in a meaningful way
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Ensuring children hear adults and other children using
the new words correctly
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Encouraging children to answer in complete sentences
•
Displaying the words and phrases the children will be
using
•
Giving children the opportunity to read words aloud and
silently
So how do children learn in maths?
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Counting of objects and mental counting.
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Early stages of calculation with learning of addition and subtraction number facts,
with recording.
5+8=
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or
13 =
+5
Work with structured number lines
0 1 2 3 4 5 6 7 8 9 10
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Work with larger numbers, unstructured
number lines and informal jottings.
e.g. 47 + 26
+20
+3
73
47
50
+3
70
73
What does a maths lesson look
like?
Oh look, these
numbers make a
lovely pattern.
Addition
1. Practical addition of real objects.
2. Mental addition of number facts.
3. Use of a structured number line to add.
0 1 2 3 4 5 6 7 8 9 10
4. Partitioning to add.
100
203
+
=
5. Use of an unstructured number line.
37 + 48=
Remember to
+
+10
+10
+10
+2
+5
put the largest
number first
48
Note: the units jump can be
broken down to make it easier
to count on through a multiple
of 10
58
68
78
80
85
Subtraction
1. Practical subtraction of real objects.
2. Mental subtraction of number facts.
3. Use of a structured number line to add.
0 1 2 3 4 5 6 7 8 9 10
4. Use of an unstructured number line.
123 - 47=
Estimate first 120 - 50 = 70
Counting back- (most significant digit first, in this case tens,
then
-4
-3
-10
-10
-10
-3
-10
units)
76
80
83
93
103
-30
113
123
-20
+3
or
73 76
103
123
Start
here.
Multiplication
1. Practical Multiplication - 2 x 4
2. Use of arrays
4x5
This is
an
array.
3. Repeated addition
4x5=
5 + 5 + 5 + 5 = 20
or 4 + 4 + 4 + 4 + 4 = 20
2 lots of 4.
Multiplication cont …..
4. Repeated addition can also be done on a number line.
4x5
0
5
10
15
20
5. Partitioning – Simple recording
17 x 3 = (10 x 3) + (7 x 3)
30
+ 21 = 51
30
0
+
30
21
51
Number lines
can be used
to do the
addition part!
Division
1. Sharing or Grouping – Division is initially represented pictorially.
6 ÷2 = 3
6 sweets shared between 2 people. How
many each?
There are 6 people in a room. Put them
into groups of 2. How many groups can
you make?
Sharing and
grouping are two
totally different
concepts that
children need to
understand.
2. Using a number line to show division.
-7
-7
7
-7
14
21
21 ÷7 = 3
Remember what is important in maths!
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A focus on mental calculations.
The ability to estimate.
To use maths in a real life context.
To ask children to explain how they have calculated
something using a method that suits them.
Teach children written calculations, but only when
children are ready.
Mathematics is a
life skill.
• It is most important for parents to talk and
listen to children
about their work in mathematics.
• A lot of mathematics can be done using everyday
situations and does not have to mean pencil and paper,
e.g. when shopping, in the car or cooking.
• You can really make a difference to your child by
providing opportunities to:
– tell the time
– use money
– weigh objects
– read scales
– practise times tables
– ask questions
– solve problems