Maths – Helping our children to achieve - PowerPoint Presentation

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

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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

…?Slide16
Slide17

Welcome mistakes! They are learning opportunities! Slide18

The object of

learning

What’s a dog?Slide19
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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