All Teach, All Learn: Maths Open Morning at Milne’s Primary 28 May 2019

1. All Teach, All Learn: MathsOpen Morning at Milne’s Primary 28 May 2019

2. Maths at Milne’s Primary CfE Levels: • Early • First • Second • Third, if ready • Number (3 sessions per week) Ordering and comparing numbers Counting on and back 4 Processes + - x ÷ Fractions, percentages and Decimals • Beyond Number (1 session per week) Money Measurement Time Shape, Position and Movement Data Handling • Problem Solving (1 session per week)

3. Helping in Real Life … Money Time Shape + Pattern Data Handling – newspapers/TV/books How do you use maths in your job? Little and often: Number bonds Times tables Counting up/back/number between/1,5,10 more or less than Making maths FUN!

4. “Number systems knowledge” What does this involve? Understanding that numbers represent different quantities — that three dots is the same as the numeral "3'' or the word "three." Grasping magnitude — that 23 is bigger than 17. Getting the concept that numbers can be broken into parts — that 5 is the same as 2 and 3, or 4 and 1. Showing on a number line that the difference between 10 and 12 is the same as the difference between 20 and 22. (Dr David Geary).

5. Further Research: Controlling for IQ, family income, gender, temperament, type of previous educational experience, and whether children came from single or two parent families, one study found that the mastery of early math concepts on school entry was the very strongest predictor of future academic success. “Teachers should guide children in seeing connections of ideas within mathematics as well as with other subjects, developing their mathematical knowledge throughout the day and across the curriculum. They must encourage children to communicate, explaining their thinking as they interact with important mathematics in deep and sustained ways.” (National Council of Teachers of Mathematics, Oct 2013)

6. Research – Using Manipulatives Lesh (1979) has suggested that manipulative materials can be effectively used as an intermediary between the real world and the mathematical world. He contends that such use would tend to promote problem-solving ability by providing a vehicle through which children can model real-world situations. The use of manipulative materials (concrete models) in this manner is thought to be more abstract than the actual situation yet less abstract than the formal symbols. Suydam and Higgins (1976) concluded that “…across a variety of mathematical topics, studies at every grade level support the importance of the use of manipulative materials. Additional studies support the use of both materials and pictures. We can find little conclusive evidence that manipulative materials are effective only at lower grade levels. The use of an activity approach involving manipulative materials appears to be of importance for all levels of the elementary school.”

7. Bloom’s Taxonomy

16. Please return at 10am for: • Solutions to the problems • To look at the resources • To complete a feedback form • To ask any questions/talk to other parents • We are always here to help you, we know that maths isn’t everyone’s ‘thing’

18. Solutions – read q’s carefully! “11 pigs + ducks, 28 legs in total. How many of each?” 3 pigs (12 legs) and 8 ducks (16 legs) 8+3 = 11 animals 12 + 16 = 28 legs “Octopuses, fish and mermaids – 38 arms, 24 eyes, 8 tails. How many mermaids?” 12 creatures altogether (24 eyes) Fish + mermaids = 8 (tails) 12 – 8 = 4 octopuses (32 arms) 38 – 32 = 6 arms left for mermaids 6 arms = 3 mermaids