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Maths with Mrs Watts

Maths with Mrs Watts. to support you in developing the initial building blocks for mathematical thinking, reasoning and problem solving with your children. 4 Key Areas. Describing Recording Reasoning Opening out. Describing.

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Maths with Mrs Watts

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  1. Maths with Mrs Watts to support you in developing the initial building blocks for mathematical thinking, reasoning and problem solving with your children.

  2. 4 Key Areas • Describing • Recording • Reasoning • Opening out

  3. Describing What do you notice? questions - These help children to spot patterns and relationships. It is about seeing something general from a range of particular examples e.g. the first person is always at the front of the queue. What can you see? Questions - How is it similar to or different from ...? These are about exploring, describing and comparing different mathematical aspects of contexts.

  4. Recording • These support mark making and recording. The children might use pictures, their own marks or symbols. It could include taking photos and annotating them with children’s comments.

  5. Reasoning • How do you know that? Why is it true? Is it always true? These encourage children to think and reason mathematically. They form the beginnings of mathematical justification and proof. • What will happen if you undo that action? If you do it again? Doing and undoing things (like putting it into the basket and taking it out) are very important in mathematics. These help children to engage with these processes.

  6. Opening out These help children to conjecture and imagine what will happen if they change or alter something. They may predict what will happen and thinking about these questions can help them to visualise the mathematical context.

  7. The Mathematical Journey Counting: • remembering the order of number words as they count • synchronising saying one number word with landing on each square • remembering the ‘stopping number’ so that the required number of steps are counted Partitioning numbers: • knowing how many more steps remain Number recognition: • recognising the number of dots on the dice • associating the numeral or the number of dots with the number of jumps along the track Relative number size: • knowing that a bigger number means going further

  8. The Activity • Draw a giant ‘drainpipe’ outdoors. Children choose to be either the sun or the rain. They take it in turns to throw the dice and move the spider up or down the drainpipe according to their role. They use giant dice with dots to determine how many jumps to take and direct the ‘spider’ who counts each jump after landing.

  9. The Activity Describing • Where are you now? • How many jumps did you make? Recording • Can you put something on paper to show what numbers you threw or to show someone what you • learned from the game?

  10. THE ACTIVITY Reasoning Why did the sun win, do you think? You’ve thrown two: what do you have to do now? How many steps more have you got to go? You’ve thrown three - will that get you to the end? How many turns do you think you will need to get to the end? What do you think will happen? Why? Opening out Could we make another game like this? What could we use?

  11. Pirate Shop • Set up the pirate shop where pirates are only allowed ten pounds each and all pieces of treasure cost one pound. Encourage children who are acting as cashiers to check that shoppers buy no more than ten items. You may suggest that customers go back for more items to make up the ten if they don't have 'enough'!

  12. The Activity • Describing • How much have you spent so far? How much have you got left? • Recording • Can you make a shopping list, so you know how many things to get. • How do you know what you have bought from your list? • Reasoning • How many more do you need to buy to have ten? • If you buy those two jewels, how much will you have spent? How much will you have left? How do you know? • Opening out • If jewels are on offer, ’buy one get one free’, how many will you get for five pounds?

  13. The Mathematical Journey Counting • cardinality - the last number gives how many there are altogether • counting for a purpose - to check the right amount of treasure Number symbols • linking numerals to amounts Adding and subtracting • saying how many you will have if you buy one more thing • saying how many pounds you will have left if you buy one more thing • saying how many more you need to have ten things altogether Dividing and multiplying • counting in twos for the two-for-one offer

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