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Maths Workshop 24.11.2015

Maths Workshop 24.11.2015. 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.

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Maths Workshop 24.11.2015

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  1. Maths Workshop 24.11.2015

  2. 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. To provide parents with strategies that they can use at home to support children’s maths development.

  3. In foundation we teach two strands of maths… • Number • Shape, Space and Measure

  4. Expectations in Mathematics • The progress children have to achieve in mathematics is vast! • This is why we expect children to be able to: Recognise numbers 1-10 Count objects 1-10 Rote count 1-20 before they start school.

  5. Early Learning Goal for Number • Children count reliably with numbers from one to twenty, place them in order and say which is one more or one less than any given number. • Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. • They solve problems, including doubling, halving and sharing.

  6. Stages of Number Development • Recognise numbers 1-10 • Match numeral to quantity 1-10 • Count up to 10 objects • Order numbers 1-10

  7. Stages of Number Development • Find one more than any number 1-10 • Find one less than any number 1-10

  8. Stages of Number Development • Recognise teen numbers 11-20 • Match numeral to quantity 11-20 • Count up to twenty objects

  9. Stages of Number Development • Adding two groups of objects. • Counting on from the first group. • Using objects then recording as a written calculation (number sentence). • Counting on from a given number on a number line then mentally.

  10. Stages of Number Development • Subtraction. • Using objects then recording as a written calculation (number sentence). • Counting back from a given number on a number line then mentally.

  11. Stages of Number Development • Numicon Example

  12. Stages of Number Development • One more than any number to 20. • One less than any number to 20.

  13. Stages of Number Development • Doubling e.g. 5 + 5 = 10 • Halving and sharing e.g. Half of 10 is 5 • Practical number problems e.g. If James has 4 dinosaurs and Luke has 4 dinosaurs, how many dinosaurs do they have altogether?

  14. Helping at Home • Mathematics booklet • Building number into daily activities so children don’t realise they are doing it! E.g. Looking at bus numbers. Counting shopping into the basket. Ask them to get you one more fork for dinner. Adding the oranges and apples in the fruit bowl. • Websites e.g. www.topmarks.co.uk

  15. Early Learning Goal: Shape, Space and Measure • Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. • They recognise, create and describe patterns. • They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

  16. Shape coverage Throughout FS we will be working on the following objectives: • Naming and describing 2D and 3D shapes • Unpicking shape properties using vocabulary linked to sides, straight, curved, faces See 2D and 3D shape songs- http://www.bbc.co.uk/education/clips/zhnvcdm http://www.bbc.co.uk/education/clips/zps34wx

  17. For length When measuring length we use: • String • Cubes • Hands/feet • Rulers, metre sticks All the time using vocabulary- longer, shorter, longest, shortest to make comparisons

  18. For weight When measuring weight we use: • Cubes, objects from around the room • Grams/ kilograms • Balance scales – human balance scales and actual scales • Weighing scales Again using comparative language- heavy, light, heavier, lighter, heaviest, lightest

  19. For capacity When measuring capacity we use our water area and dilute juice to make comparisons • Initially we compare which containers hold the least or most. We then order them by how much they hold • More challenging- we begin to use ml and l to compare containers and read scales

  20. Helping at Home • Mathematics booklet • Building number into daily activities so children don’t realise they are doing it! E.g. Create repeating patterns using socks when putting the washing away. Junk modelling-2D/3D shapes and size. Using money to pay in shops (naming coins). Baking (weighing ingredients).

  21. THANK YOU! • Thank you for your time and continued support • Any questions?

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