DEBORAH HAWORTH Assistant Head Maths Lead across the Federation Aims of the session To outline some of the changes in the approach to maths teaching To share some of the activities that we do in school ID: 755228
Download Presentation The PPT/PDF document "Maths – Helping our children to achiev..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Maths – Helping our children to achieve
DEBORAH
HAWORTH
Assistant Head
Maths Lead across the FederationSlide2
Aims of the session
To
outline some of the changes in the
approach to maths teaching
To
share some of the activities that we do in school
To
provide ideas on how you can support your child at home Slide3
When you hear the word
Maths
what do you think?
My
favourite
subject!
A life skill!
I struggled with it
at school.
PANIC!
I wish I
was learning it how my child is.
I found it difficult at school and now so does my child. Slide4
Maths teaching – a new approach
Developments and changes
The expectations are that
children will cover the maths objectives for their
year
– these expectations have been raised
However, decisions about when to progress are based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material
will consolidate their understanding, including through additional practice, before moving on. Using a concrete, pictorial, abstract (CPA) approach
at all ages for all children Fluency and rapid recall Depth Mastery Slide5
Concrete
Concrete
representation
This
is a 'hands on' component using real objects and it is the foundation for conceptual understanding Slide6
Pictorial
Pictorial
representation
Using representations, such as a diagram or picture of the problem. Slide7
Bar modellingSlide8
Bar modellingSlide9
Bar modellingSlide10
Bar modellingSlide11
Regrouping in ones
Hundreds
Tens
Ones
+
1
4
9
3
2
1
8
1
1
Add the ones
Add the tens
Add the hundreds
9 ones + 2 ones = 11 ones
Regroup the onesSlide12
+
1
4
9
3
2
1
8
1
1
Abstract Slide13
Abstract experiences
Abstract
representation
The
abstract
stage - a child is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6 Slide14
What are the characteristics of a child who is good at maths?
A
child who:
takes
risks
asks
questions and explores alternative solutions without fear of being wrong
enjoys
exploring and applying mathematical concepts to understand and solve problems
explains their thinking and presenting their solutions to others in a variety of ways reasons logically and creatively through discussion of mathematical ideas and concepts becomes a fluent, flexible thinker able to see and make connections Slide15
Getting to know activities
24
What do you know about
…?
How many ways can you make
…? (using the 4 operations)
Can you show me
…?
Where have you seen
…?
What is special about the number
…?Slide16Slide17
Welcome mistakes! They are learning opportunities! Slide18
The object of
learning
What’s a dog?Slide19Slide20
To understand what something is we need to understand what it is not.
What’s the same?
What’s different?Slide21
Will children understand what
is if I show them lots of examples of
?
Slide22
Are they all fifths? If not, why not? Slide23
To understand what something is we need to understand what it is not.Slide24
Key questions
How many groups are there?
How many things in each group?
Key teaching points
[1] Answering the key questions.
Eg
There are 3 groups. Each group has 2 dogs.
[2] Expressing mathematically in different ways:
2 + 2 + 2 = 6; 3 twos = 6; 3 groups of 2 = 6
[3] Devising a summative statement:
There are six dogs altogether.Slide25
Teach what isn’t a multiplication sentenceSlide26
Useful things to practise at home:
Doubles
and halves
Number
Bonds of 10, 20 and 100
Adding or subtracting 2 small numbers Multiplication
tables and division facts Linking multiplication tables x8 is double x4, x6 and x3 etc. Making links 7x10 is 70 so 7x20 is 140 Rounding and estimating
– shopping, eating outSlide27
Helping at home
Cook
– measuring and weighing
Look
at numbers in the environment e.g. telephone keys,
number of
plates, door numbers, book pages, sleeps until Christmas! Telling the time Money Comparing heights
Birthdays, Months of the year, Days of the week Slide28
Images with mathematical potential
What is this?
Where would you see these?
How many do you think there are?
What shapes can you see?
Are there any lines of symmetry?
Is there a repeating pattern? What else do you notice? How many…..do you estimate there to be? What other questions could we ask? Slide29
Calendar activities
Mark
off days
What
day is it today? Yesterday was…. Tomorrow will be….
How many days until the weekend?
Who has a birthday this week? How many days until Jack’s birthday? How many school days left this month? What fraction of the month is either a Monday or Tuesday? Include
rhymes/songs about days of the week, months of the year, seasons, weather…. https://www.youtube.com/watch?v=3tx0rvuXIRg Slide30
Props around the home
A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day.
A
traditional wall calendar-Calendars help with counting days, spotting number patterns and
Board
games that involve dice or spinners-helps with counting and the idea of chance
A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting, 13 times tables
Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial Dried beans, Macaroni or Smarties
- for counting and estimating A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc A large bar of chocolate (one divided into chunks)- a great motivator for fractions work
Fridge magnets with numbers on- can be used for a little practice of written methods Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing Unusual
dice- not all dice have faces 1-6, hexagonal dice, coloured dice, dice from board games all make talking about chance a little more interesting A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting.
Shapes – 2-D and 3-D – a tin of beans is a cylinderSlide31
Developing Maths
Prompting
thinking & questioning
Providing
opportunities to manipulate, experience and see (use of resources)
Develop thinking through investigation
Reasoning and making connections Engaging in talk Enabling learning through drawing attention to different possibilities
Encouraging children to make links and generalise Maths is about spotting patterns, making links and understanding how pieces of knowledge fit together NOT purely memorising facts and procedures by rote
– but this is VERY importantSlide32
Finally...
Don't
tell them you are hopeless at maths
You
may remember maths as being hard, but you were probably not hopeless, and even if you were, that implies to your child, “I was hopeless at maths, and I'm a successful adult, therefore maths is not important”
Do
play (maths) with your child There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox Remember
to refer to the booklet on the websiteDo get excited about maths!Slide33
“Arithmetic is being able to count up to 20 without taking off your shoes”.
Mickey Mouse