Transcript Numeracy Parent Session Powerpoint

Parent Information Session
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Problem Solving Activity
How is Mathematics taught now?
The New Zealand Numeracy Framework and the different
stages
Helpful and practical ideas to support your child’s learning in
mathematics.
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Mathletics
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Game Time
There are 47 children in the hall. 28 more
children arrive. How many are in the school
hall now?
How did you work it out?
What happened in your head?
Share your different strategies with the people
around you
“Four rows of ten is 40 and two
rows of ten is 20, so 40 + 20 =
60 with 7 and 8 left !
double 7 = 14 plus 1 =15
so there are 75 children”
“I use an open number line!”
+3
+20
47
47 + 28 =
+5
75
“I know that 50 plus 30 is 80
and 3 plus 2 is 5,
so 80 - 5 is 75 “
“I use tidy
numbers:
50 + 28 = 78
78 - 3 = 75”.
“I think of
47
+28
7 plus 8 is 15, so
that’s 5 and carry
one. 4 plus 2 is 6
plus one more ten
is 7. so the
answer is 75”
“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:
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Developing multiple flexible thinking
strategies
Mental and oral forms before written
standard vertical forms
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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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
Stage
Zero
Can you get me 7 counters
from the pile please?
1, 2, 3, 5,
8…?
Movie Clip
Children at this stage can
not consistently count a
collection of objects.
Stage
One
Can you get me 7 counters
from the pile please?
1, 2, 3, 4,
5, 6, 7
Children at Stage One can
count a set of objects up to
ten but can’t join and
separate sets like 4 + 3 =
Stage
Two
There are 5 counters and
another 4 counters. How
many are there altogether?
1, 2, 3, 4,
5, 6, 7, 8, 9
Children at Stage Two
solve problems by using
their fingers or other
materials, always counting
from one.
Stage
Three
There are 5 counters and
another 3 counters. How
many are there altogether?
Counts in head
1, 2, 3, 4, 5, 6,
7, 8
Children at Stage Three
count all of the objects
from one by imaging the
objects in their mind.
Stage
Four
There are 9 counters under
there and another 4
counters under there. How
many are there altogether?
9...
10, 11, 12, 13
Counts on
from 9…
10, 11, 12, 13
Children at Stage Four
count on from the largest
number tracking how many
they have added using
materials or imaging.
Stage Five
There are 8 counters under
there and another 5
counters under there. How
many are there altogether?
10 + 3 = 13 so 8 + 5 = 13
I know that if I take two
off the 5 and put it on
the 8 it equals 10. Then I
add on the other 3 which
gives me 13.
8 + 2 = 10 + 3 =13
Children at Stage Five use
simple strategies to solve
addition and subtraction
problems mentally.
Stage Six
63 people are on the bus
and 39 people get off the
bus. How many people
are left on the bus?
I think that tidy numbers
would be the quickest
way to solve this
problem.
I know that 63 – 40 is 23
so 63 – 39 must be 24
Children at Stage Six can select
from a wide range of strategies
to solve various addition and
subtraction problems mentally
Stage
Seven
There are 22 fruit trees in
each aisle of the orchard.
There are 4 aisles. How
many trees are there
altogether?
I think that using place
value will be a quick way
to solve this problem.
10 x 4 = 40
20 x 4 = 80
2 x 4 = 8 so the answer
is 88.
Children at Stage Seven can
select from a wide range of
strategies to solve various
multiplication and division
problems mentally.
Stage
Eight
You can make 9 mittens
from 15 balls of wool.
How many mittens can
you make from 10 balls of
wool?
I can see that 9:15 are
both multiples of 3. I can
simplify by dividing by 3
to get a ratio of 3:5.
10 is double 5 so I then
double 3 which gives me
an answer of 6.
Children at Stage Eight can
select from a wide range of
strategies to solve challenging
problems involving, decimals,
fraction percentages and ratios.
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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 – Number Identification,
Number sequence and order, Grouping and
place value, basic facts
 Strategy – Addition and Subtraction,
Multiplication and Division, Fraction and
Proportions
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Teachers model and
support children’s
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
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Knowledge is assessed through
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One on One interviews (Years 0 – 2)
Timed powerpoint (Years 3 – 6)
Basic Facts test through timed powerpoint (Year 1 – 6)
Classroom Observation
Strategy is assessed through
◦ One on One interviews with the teacher (Year 0 – 6)
◦ Classroom Observation
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A key to your child’s success with their
Numeracy is the development of their
knowledge.
 Counting
– forwards and backwards
 Numbers
before and after
(cars, shells on beach, pegs, run around the house, how many steps
you walk, count backwards, start from different numbers)
(Letter boxes, say a number, use a numberline, use number cards,
write a number down, ladder game, keyboard numbers, using dice)
 Reading
and identifying numbers
(Letter boxes, number plates, speed signs, how many km to go,
number cards, combine numbers)
 Ordering
numbers
(Number cards, write some numbers down)
 Knowing
groups to ten
(Using ten frames, using fingers)
 Basic
addition facts to ten
(Buttons, ten frames, fingers)
 Recalling
Doubles
(ten frames, fingers)
Ten frames
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Two main areas for student learning
◦ Curriculum Activities – Building Strategy and Strand.
◦ Live Mathletics – Building instant recall of basic
facts.
www.mathletics.co.nz
To become Part-Whole thinkers children
need
automatic recall of …
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Facts to Ten
Double Facts
Ten and facts….10 + 6 = 16
To become Multiplicative thinkers children
need
to be able to recall all of their timetables
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Have a go at each of the activities around the
room. These activities will encourage the
development of knowledge.
In your pack to take home you will find copies
of all of the activities that are around the
room.