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Christ Church Ainsworth C of E Primary School

Christ Church Ainsworth C of E Primary School. Maths Evening For Parents. Changing attitudes towards Maths. Welcome to our Maths Evening. Would you like to be able to help more with homework?. Are you confused by how we teach the children maths these days?.

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Christ Church Ainsworth C of E Primary School

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  1. Christ Church Ainsworth C of E Primary School Maths Evening For Parents

  2. Changing attitudes towards Maths . . .

  3. Welcome to our Maths Evening Would you like to be able to help more with homework? Are you confused by how we teach the children maths these days? Would you like to know more about the methods we use? • This evening we will… • Focus on Maths as a curriculum subject • Show how maths strategies develop across school • Demonstrate methods and strategies in Primary Maths teaching • Identify key areas where you can help your child with their maths • Share useful resources and websites

  4. Foundation Stage • Practical maths • Counting - one to one correspondence • - using fingers, objects With young children you can help by doing maths for a few minutes everyday: • Sing number rhymes and songs such as: - 'One, two, buckle my shoe' - 'One two three four five, once I caught a fish alive' - 'Ten green bottles' - 'There were 10 in the bed‘ • Talk about: - How many knives and forks you will need to set the table - How many people are in the queue at the supermarket check-out • Play games like Snakes and Ladders that involve taking turns and using a dice and counters to move around a board • Look for numbers in books, on posters, in comics, on buses, cars and road signs

  5. Time to warm up your brains! • Clapping game - number bonds

  6. NumiconWhat is it? • Numicon is a multi-sensory maths resource for maths teaching - for intervention and quality first teaching using structured shapes to represent numbers

  7. The approach..... • Up to Year 3 the emphasis is on children working mentally, with calculations recorded in horizontal number sentences, with some jottings for more challenging numbers • • In Years 3 and 4 children will be taught more formal written methods of calculation, but mental methods will continue to be practised and encouraged.

  8. Addition • Counting on using objects • Counting on using number line • Counting on using a hundred square • Number bonds • Blank number line (bridging) • Partitioning • Patterns/known facts • Problem solving

  9. How would you solve these calculations? Which method did you use? 2 + 5 = 2 + 8 = 7 + 7 = 6 + 7 = 15 + 11 = 24 + 9 = 40 + 50 = 32 + 21 = 45 + 36 = What skills were you using? Does that method work for all of these calculations?

  10. How would you solve these calculations? 2 + 5 = (start with the larger number & count on) 2 + 8 = (number bonds to 10) 7 + 7 = (doubling) 6 + 7 = (near doubles; double 6, then add 1 more) 15 + 11 = (add 10, add 1) 24 + 9 = (add 10, subtract 1) 40 + 50 = (use known number facts) 32 + 21 = (could add 20, add 1 or add tens, add units and then total) 45 + 36 = (adding by partitioning)

  11. Addition KS2 40 + 70 = 110 or 40 + 7 7 + 6 = 13 70 + 6 1 23 110 + 13 47 47 + 76 + 76 13 123 110 123 [Extend to HTU + HTU with estimation] Move to a vertical layout, using expanded working: 47 + 76 1 1

  12. Subtraction • Counting back using objects • Counting back using a number line • Counting back using a hundred square • Understanding inverse (if 6+4=10 then10-4=6) • Blank number line • Partitioning Subtract Minus Less than Take away Fewer than

  13. Subtraction Mental methods: ’35 - 22 a) as ‘take away’ b) as ‘difference’ − 10 − 10 − 1 − 1 13 14 15 25 35 + 8 + 5 22 30 35

  14. Subtraction KS2 Take away OR find the difference? 72 – 46 How would you tackle this number sentence? Can you explain your method?

  15. No ‘breaking down’ needed: ‘95 − 41’ 90 and 5 − 40 and 1 50 and 4 Leading to: 95 − 41 54 ‘83 − 47’ 80 and 3 − 40 and 7 Re-written as: 70 and 13 − 40 and 7 30 and 6 Leading to: 8 3 − 4 7 3 6 Subtraction to formal written methods ‘Exchange’ 7 13

  16. Multiplication • Counting in steps of 2, 5,10, 3, 4, 6, 7, 8 ,9 • Counting objects • Doubles • Times tables • http://www.christchurchainsworthschool.org/classes/videos/timestables.html Groups of Lots of Times Multiply

  17. Multiplication as repeated addition 2 + 2 + 2 + 2 = 8 4 pairs of socks is 8 socks 4 groups of 2 is 8 (4 × 2 = 8) Or show as 4 hops of 2 on a number line 2 multiplied by 4 is 8 (2 × 4 = 8) 0 1 2 3 4 5 6 7 8

  18. Multiplication as describing an array 5 x 7 = 35 7 x 5 = 35

  19. Multiplication KS2 Lots of Product 23 x 8 Times Multiply Array Repeated Addition

  20. From informal to formal methods 23 x 8 (20 x 8) 160 ( 3 x 8) 24 184 23 x 8 ( 3 x 8) 24 (20 x 8) 160 184 23 x 8 184 2 Larger numbers can also be developed in this way. 724 × 14 These will eventually be extended to numbers with 2 decimal places.

  21. Learning times tables Learning multiplication facts is a vital part of any child’s mathematical development. Once rapid recall of multiplication facts becomes possible, a whole host of mathematical activities will seem easier. Children need to be able to recall multiplication facts in any order and also to derive associated division facts. The expectations for each year group are set out below: Year 1 Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10. Year 2 Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts, count on or back in threes and fours.

  22. Learning times tables www.teachingtables.co.uk Year 3 • Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts. Year 4 • Derive and recall multiplication facts up to 10 × 10, the corresponding division facts. Year  5 • Recall quickly multiplication facts up to 10 x 10 and derive quickly corresponding division facts. Year 6 • Use knowledge of place value and multiplication facts to 10 × 10 to derive related multiplication and division facts involving decimals (e.g. If I know 8x7=56, I can use that to workout 0.8 × 7=5.6) • Use knowledge of multiplication facts to derive quickly squares of numbers to 12×12.

  23. Division • Halving • Sorting hoops and objects • Related times tables facts • Chunking Group share divide

  24. Division (eg “12 ÷ 4”) EQUAL SHARES:“12 sweets between 4 children” GROUPING:“12 sweets into groups of 4”

  25. Leading to vertical chunking 96 ÷ 6 = ? 1 6 6 • 9 6 • 6 0 • 3 6 • 3 6 • 0 10 × 6 = 60 6 × 6 = 36 16 This will lead to a 3 digit number being divided by a 2 digit number

  26. Leading to vertical chunking with remainders 2 4 r 1 2 4 r 1 6 6 1 4 5 6 0 8 5 6 0 2 5 2 4 1 1 4 5 1 2 0 2 5 2 4 1 10× 6 20× 6 4× 6 10× 6 2 4 r 1 4× 6 2 4 r 1 145 ÷ 6 = ? This will lead to a 3 digit number being divided by a 2 digit number

  27. Websites to help you at home: • http://www.bbc.co.uk/schools/parents/ • http://www.rainforestmaths.com/ • http://www.gridclub.com/ • http://www.bbc.co.uk/schools/bitesize// • http://www.bbc.co.uk/schools/numbertime/ • www.topmarks.co.uk • www.educationcity.com • www.coolmath4kids.com • http://www.woodlands-junior.kent.sch.uk/Games/educational/maths.html • http://www.tutpup.com/ • http://www.mathsisfun.com • http://nrich.maths.org • www.theparentportal.co.uk • http://primarygamesarena.com/Math • http://www.brainpop.com/math/

  28. Can maths at home help? It is important not to underestimate the role of simple interactions in the home, and the role of puzzles, games and patterns in the mathematical development and inspiration of young people. Such problems and puzzles can be more important than all of the questions children work through in maths classes. (pp167-168), Boaler, J. The Elephant in the Classroom (2009)

  29. Helping at home Play board games Cook – measuring and weighing Look at numbers in the environment e.g. telephone keys, number plates, door numbers, book pages, sleeps until Christmas! Money Comparing heights Birthdays, Months of the year, Days of the week Time Play (maths) with your child There are opportunities for impromptu learning in games with real people that you can't get from a DS or Xbox Let your child win or be better than you Otherwise all they learn is that you are better at maths than them Recognise that there is more than one way of doing calculations You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded Be an actor Get excited about maths and your child will get excited too

  30. Props around the house Ideas taken from Maths for Mums and Dads Eastaway, R. and Askew, M. (2010) • A prominent clock- digital and analogue is even better. Place it somewhere where you can talk about the time each day. • A traditional wall calendar-Calendars help with counting days, spotting number patterns and • Board games that involve dice or spinners-helps with counting and the idea of chance • A pack of playing cards- Card games can be adapted in many ways to learn about number bonds, chance, adding and subtracting • A calculator- A basic calculator will help with maths homework when required, there are also many calculator games you can play, too. • Measuring Jug-Your child will use them in school, but seeing them used in real life is invaluable. Also useful for discussing converting from metric to imperial • Dried beans, Macaroni or Smarties- for counting and estimating • A tape measure and a ruler- Let your child help when measuring up for furniture, curtains etc • A large bar of chocolate (one divided into chunks)- a great motivator for fractions work • Fridge magnets with numbers on- can be used for a little practice of written methods • Indoor/outdoor Thermometer- especially useful in winter for teaching negative numbers when the temperature drops below freezing • Unusual dice- not all dice have faces 1-6, hexagonal dice, coloured dice, dice from board games all make talking about chance a little more interesting • A dartboard with velcro darts- Helps with doubling, trebling, adding and subtracting.

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