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Parent Meeting-Maths

Parent Meeting-Maths. Presented by Linda Larsen, Sandra Clark Anna MacDougall Mathematics Facilitator University of Waikato @ Tauranga. What’s happening!. What's different in maths now ? To give you an insight into what stages of development are in Mathematics

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Parent Meeting-Maths

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  1. Parent Meeting-Maths • Presented by Linda Larsen, Sandra Clark • Anna MacDougall Mathematics Facilitator University of Waikato @ Tauranga

  2. What’s happening! • What's different in maths now ? • To give you an insight into what stages of development are in Mathematics • Ways to help your child at home.

  3. Creates new knowledge through use StrategyKnowledge Provides foundation for strategies Strategy is about how children solve number problems, in particular the mental processes they use. Knowledge considers the key items of knowledge that children need to acquire.

  4. Stages of Development Stage 0 Emergent Stage 1 1 – 1 counting Stage 2-3 Counting from 1 on Materials Stage 4 Advanced Counting Counters!! Stage 5 Early Additive Stage 6 Advanced Additive/Early Multiplicative Stage 7 Advanced Multiplicative/Early Proportional Stage 8 Advanced Proportional Part Whole!!

  5. Alignment Table Curriculum levels Mathematics Standards Numeracy Strategy Stages

  6. What Do Children Do? Stage 1 • Ben

  7. What Do Children Do? Stage 2 • Bede

  8. What Do Children Do? Stage 4 • Monica

  9. What Do Children Do? Stage 5 • Sally

  10. What Do Children Do? Stage 6 • Hamish

  11. What Do Children Do? Stage 7 • Phillipa

  12. What Do Children Do? Stage 8 • Tim

  13. What you will see in classrooms • Whole class “warm up” games for teaching number knowledge. • 3 groups for maths based on their number framework stages. This may vary. • Learning Intentions will be shared with children • A modelling book for each group that contains the daily work. • Students sharing their thinking with each other • Equipment to support strategy teaching • Students working independently on practice activities, games related to the strategy or knowledge applicable to their stage.

  14. Opening the Door... • The Teaching Model

  15. How can I support my child with maths? • Use maths talk in every day life eg read letter box numbers, car number plates…. • money- change, how much do I need for 3 ice creams, how many weeks will you need to save for, can you estimate how much…… • setting the table, baking, time, sharing food, travel…..

  16. Key Ideas to Move Students from Counting • The number before and after a given number • What makes 5 eg 2+3, 4+1 • 5 and eg 5+2=7, 5+4=9 • Doubles to 20 eg 9+9=18 • Doubles +1, Doubles -1 eg 4+4=8 so 4+5=9, 7+7=14 so 7+6=13 • What makes 10 eg 7+3, 6+4 etc • Ten and eg 10+6=16, 8+10=18 etc • How many tens and ones are in numbers eg 67 is 6 tens and 7 ones. Make it with sticks. Add 10 to 67. Subtract 10 from 67. • Skip counting forwards and backwards in 2s, 5s and 10s.

  17. STRATEGY Students now choose from a range of strategies to solve + and - problems. Carry out column + and – with whole numbers of up to 4 digits. Solve multiplication and division problems using known strategies eg place value, doubling, rounding. Solve fraction problems using multiplication and division facts Key Ideas for Moving Children into Stage 6 and Beyond • KNOWLEDGE • Identify numbers 0-1000,000 • Forward and backward sequence by 1,10,100 to 1000 • Order numbers from 0-1000,000 • Recall + and - facts to 20 • Recall multiplication facts up to the 10 times tables and some corresponding division facts. • Multiplication facts with tens, hundreds, thousands eg 100 x 100 = 10000, 50 x 4 = 200, 50x40=2000

  18. How may students solve this problem?What knowledge do they need to solve it? • John has 53 music CD’s and he gives 29 CD’s to a friend. How many CD’s does John have left?

  19. 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 “I use an open number line!” +20 +3 +1 30 53 50 29 I use balancing. 53 – 29 = 54 – 30 = 24 +1 +1

  20. www.nzmaths.co.nz • Families sections • Parent ideas • E-ako • http://www.prototec.co.nz/maths.html This website gives children stage based basic facts practice. It is excellent!!! • http://www.bbc.co.uk/education/megamaths/tables.html

  21. If I know something, I can tell you in the teacher’s words. But if I understand it, I can tell you in my own words. Alix, aged 8 Hughes, Mike (2006). And the Main Thing is Learning. Cheltenham: Education Training and Support.

  22. Home time.

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