Numeracy Development Workshop at Duncan Forbes Primary School

1. Numeracy Development Workshop Duncan Forbes Primary School 2016

2. Terminology • Maths • Mental Maths • Problem Solving • Numeracy and Mathematics in Curriculum for Excellence

3. Curriculum for Excellence • http://www.educationscotland.gov.uk/thecurriculum/ • http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/mathematics/eandos/index.asp • http://www.educationscotland.gov.uk/learningteachingandassessment/learningacrossthecurriculum/responsibilityofall/numeracy/index.asp

4. Areas within Numeracy and Maths • Number, money and measure • Estimating and rounding 0-4 • Number and number processes 0-4 • Multiples, factors and primes 2-4 • Power and roots 3-4 • Fractions, decimal fractions and percentages 0-4 • Money 0-4 • Time 0-4 • Measurement 0-4 • Mathematics – its impact on the world, past present and future 1-4 • Patterns and relationships 0-4 • Expressions and equations 1-4

5. Areas within Numeracy and Maths • Shape, Position and Movement • Properties of 2D shapes and 3D objects 0-4 • Angle, symmetry and transformation 0-4 • Information Handling • Data and analysis 0-4 • Ideas of chance and certainty 1-4

6. Numeracy in Life • Before a baby is even born we are already obsessed with the numbers involved • At the early stage of life 0-24months we become interested in milestones, many of which involve numbers/measurement • Our lives are ruled by numbers – give me examples………

7. Pre-school development in maths (Physical and Cognitive) • Feeding – measuring and estimating • Sequencing – beginning of time • Rhymes – counting, number names, etc • Numeral Signs • Puzzles • Jigsaws • Birthdays • Shapes • Mark making • Using a variety of media – tv, comics • Development of pictures (Foundations of writing) • Interest in environmental print • Pencil grasp • Directions • Ipads, Smartphones, technology – they know their way about it so easily

8. Early Level (Nursery 3 – P1) • Multi sensory interaction with numbers and maths – displays, songs, sand tray, water tray • Practical experiences (Child at the Centre) – counting with material, sorting into groups, sets, sharing, properties • One-to-one correspondence • Oneness of one/Number conservation/Subitising – ten frames introduced to support these concepts • Use of ICT • Language of maths becomes very obvious, instructions are clear and have purpose i.e. does the pupil understand the meaning of share, equal, same, group – the understanding they will need to move forward with maths • Language + written words + written numerals + picture representations = they are all the same • Usually work within 100 moving forwards and backwards and beginning simple additions and subtractions

9. First Level (P2 – P4) • Active learning/games/rhymes are still the main learning focus • Using concrete material can develop through First level • Layout and ways of finding and recording answers become important – chimney sum, side sum, HTU (HTO), decimal points, division and multiplication • Mental agility • Importance of inverse operations needs to be taught at the same time • Using proper units of measurement and begin to make judgements • Introduction to multiplying, dividing and the systematic approaches to working these out, learning times tables and why we should • Maths is further developed through the use of everyday language problems to back up the need to learn certain aspects • Real life links are very important – without them what is the point in learning mathematical strategies • At this stage we must think about the motivation to, and engagement of numeracy learning • Pupils learn that there are different strategies to get to the same answer and will discuss them together EXAMPLE – 35 divided by 7 ,or written in the book as a division, or 7 children go to the cinema and it costs £35, what is the cost of one child?

10. Second Level (P5-P7) • Maths work becomes more sophisticated yet there is still a focus on active learning and pupils may still choose to use supports to help them • Mathematical work becomes far more purposeful, based on previous knowledge with a greater link to real life situations and what pupils will need to know long term • Problem solving, mental agility and written work all must work together now to help the pupil achieve their potential • Pupils are encouraged to show evidence of their working as this is recognised in the Secondary school as an important indicator as to whether or not they understand the questions and what they must do to work out the answers – in exams, this can give them marks even if the end answer is incorrect • Areas within maths are often tied together in problems requiring them to have a broad knowledge of maths i.eKatie planned to travel 632 miles over 5 days, on average what will she travel per day? How many miles will she have travelled by the third day? It actually took her 7 days to cover the distance, on a daily basis, how much less did she travel? What would her hourly rate of travel be for both of these journeys in kilometres? • Offers in Supermarkets – nasty but always worthwhile to work out!

11. Resources we use in Duncan Forbes Primary Learning through play • Playground equipment, PSA staff trained in games, variety of games – board games, ICT, playing cards, dominoes Mental Maths/Active Maths • Folens Maths, Annie’s Amazing Maths, Peter Patilla handbooks, lots of concrete materials in classes – cubes, counters, laces, cards, etc Textbooks • Teejay in CFE level but split further – Early in booklets, 1a and 1b, 2a and 2b, 3a…. Wider context • Maths comprehension cards, Teejay homework sheets, displays throughout the school, etc • Highland Council - Steps to Success, New Zealand Maths, Big Maths

12. Teach Model Support Assess Improve

13. Assessment of Maths in Duncan Forbes Primary • We have purchased assessments of each experience and outcome in addition to diagnostic tests which can be used at any time with pupils in the school. • Incas (through Durham University) provides us with tracking information at P2-P7 of maths (in addition to other areas on the curriculum), the information can be analysed to determine whether pupils are working to their potential and if they are improving at an appropriate rate for themselves. • We use our forward plans to target individuals who may need support and can evaluate how they do by assessing their work together. • We complete the SPP twice a year in reflection of how the pupil is achieving in class. • We select a profiling piece of work every term to share with parents and to be included in the Personal Pupil Profile. • We are always assessing on a day to day, through asking pupils questions, using AIFL practises as well as good old fashioned marking of work, however, as much as possible this is done with the pupil as that is how to have real impact on future learning.

14. Responsibility for all Curriculum for Excellence recognises that maths is part of everything we do and learn in school no matter what subject that may be. This is particularly important in Third and Fourth level, as the pupil moves into secondary education and discrete subjects are taught. In primary teaching this has always been a strength of our approach to teaching and learning.

15. How is Duncan Forbes Primary Developing Maths • Working with other schools in the ASG to share good practise, resources, moderation of standards and ideas • Purchase of new resources this year and last year to support the teaching of maths • Planning document created for staff with a development of success criteria throughout each experience and outcome • Training of staff (Annie’s Amazing Maths), learning visits and sampling work • Next year, is there a better way to do this?

16. Support in maths • Early intervention when a concern is shared or identified • Pupils can have difficulties with one specific aspect within maths • Awareness of number • Dyscalculia • Colour blindness/vision stress • Sequencing/memory/language • There are different ways to work within maths and sometimes it takes a lot of work to find the best way for each child • Some children take longer to learn concepts in maths, it is not always an indication that something is wrong – our brains all work differently • One to one sessions if required

17. Questions which often come up • I wasn’t taught that way, what should I do? • I can’t remember how to do that? • What is the right way to teach times tables? • Why did the curriculum change? • My child’s not interested in maths, why bother?

18. How can you help? • Games • Posters/signs/labels • Sing songs • Get them involved with maths at home – cooking, timing, shopping, solve real problems • Be honest, it can take on average, 50 attempts to learn something, more often it’s nearer 100, if you’re stuck that’s fine, we often learn best from our mistakes or when we ask for help. • Encourage – nothing is wrong, give it a go!