1 / 24

To Be Numerate ……

To Be Numerate ……. Devonport Primary School Parent Information Evening. Outline. Problem Solving Activities How is Mathematics taught now? The New Zealand Numeracy Framework Helpful and practical ideas to support your child’s learning in mathematics. Time to Think!!!.

ayita
Download Presentation

To Be Numerate ……

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. To Be Numerate …… Devonport Primary School Parent Information Evening

  2. Outline • Problem Solving Activities • How is Mathematics taught now?The New Zealand Numeracy Framework • Helpful and practical ideas to support your child’s learning in mathematics.

  3. Time to Think!!!

  4. Number Strategies Subtraction There are 53 people on the bus. 29 people get off. How many people are now on the bus?

  5. Solution 53 – 29 = • How did you work it out? • What happened in your head? Share your different strategies with the people around you

  6. “I use an open number line!” +20 Make sense of these strategies I use place value “53 – 20 = 33. Minus another 9. Split the 9 into 3 and 6. 33- 3 = 30 – 6 = 24 “I use tidy numbers: 53 – 30 = 23 plus 1 = 24 53 – 29 = “I think of 53 -29 3 – 9 I can’t do so I borrow a ten. 13 – 9 = 4. 4 tens – 2 tens = 2. It’s 24 +20 +3 +1 53 30 50 29 I use balancing. 53 – 29 = 54 – 30 = 24 +1 +1

  7. Number Strategies Multiplication There are 4 packets of biscuits with 24 cookies in each pack. How many cookies are there altogether?

  8. Solution 4 x 24 = • How did you work it out? • What happened in your head? Share your different strategies with the people around you. • How else could this problem be solved?

  9. Make sense of these Strategies. “I used place value 4 x 20 = 80. And 4 x 4 = 16. 80 + 16 = 96 “I use tidy numbers: I know 4 x 25 = 100. 100-(1x4) = 96. “I think of 24 X4 4 x 4 = 16. Put down the 6 and carry the 1. 4 x 2 = 80 + another ten = 90 90+6 = 96 “I know 24 + 24 = 48. 48 + 48 = 96 4 x 24 = I used doubling and halving. Double 4 = 8, half 24 = 12. 8 x 12 = 96

  10. Numeracy Project Goal “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:

  11. Goals cont. • developing multiple flexible thinking strategies • mental and oral 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.

  12. Why? • International results of TIMMS test in the 1990’s were concerning. • Research had shown that children developed numeracy understandings through stages (not necessarily age-related).

  13. Developmental Stage Progression The New Zealand Number Framework

  14. Numeracy Stages • 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

  15. Strategy Knowledge The NZ Numeracy Framework • 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 Provides the foundation for strategies

  16. Knowledge and Strategy • Knowledge – Number Identification, Number sequence and order, Grouping and place value, basic facts • Strategy – Addition and Subtraction, Multiplication and Division, Fraction and Proportions

  17. How is maths taught differently now?

  18. Assessing what children know. • Assess - where each child is at through oral interviewing and questioning • Group according to a Childs strategy stage using the New Zealand Number Framework

  19. How can parents help? • Developing a child’s knowledge is a key to their success and development in mathematics.

  20. Knowledge Building • Counting(cars, shells on beach, pegs, run around the house, count backwards, start from different numbers etc.) • Numbers before and after(Letter boxes, say a number, write a number down, keyboard numbers, using dice etc.) • Identifying numbers( Number plates, speed signs, how many km to go, cooking etc.) • Ordering numbers(Mailbox, money, TV channels,ages etc.)

  21. Knowledge Building • Knowing groups to ten(Using ten frames, using fingers, quinary sticks) • Basic addition facts to ten(Buttons, ten frames, quinary sticks, fingers) • Recalling Doubles(ten frames, fingers, quinary sticks) Ten frames Quinary Sticks

  22. The Reality? To become a Part-Whole thinker, children need automatic recall of … • Facts to Ten • Doubles Facts • Ten and ….10 + 6 = 16 To Become a Multiplicative thinker children need to be able to recall the x tables

  23. Handouts – Website -links to www.nzmaths.co.nz and parent maths information

  24. Where to now? Wander around the stations that the teachers have set up to show you some examples of how numeracy is taught. Try some activities and games. Have fun! Ask questions.

More Related