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Welcome to our Parents Maths Workshop Primary School

Welcome to our Parents Maths Workshop Primary School. 23 rd October 2017. Aims. To look at the ways in which the teaching of mathematics has changed; To look at how children calculate; Try activities to develop calculation strategies; To look at ways in which parents can help their children.

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Welcome to our Parents Maths Workshop Primary School

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  1. Welcome to our Parents Maths WorkshopPrimary School 23rd October 2017

  2. Aims • To look at the ways in which the teaching of mathematics has changed; • To look at how children calculate; • Try activities to develop calculation strategies; • To look at ways in which parents can help their children

  3. Programme • Introduction to changes in Mathematics • How parents can support Maths at home • MyMaths – online homework • Opportunity to listen to Key Stage specific information: • Miss Hargreaves – Early Years • Mrs McGuinnes – Years 1,2,3 • Mr Hall – Years 4,5,6

  4. How has mathematics changed? • Daily mathematics lesson; • Emphasis on mental calculations and arithmetic; • Interactive whole class and group teaching; • Enjoyable practical approaches; • Mathematics with understanding

  5. Do I need jottings ? Shall I use a pencil and paper method? Can I do it in my head? Calculations The aim is that children will always be able to recognise when calculations can be done ‘ in their heads’ and choose effective and efficient strategies to work out the answers.

  6. Overview Up to Year 3 the emphasis is on: • working mentally, • calculations recorded in horizontal number sentences • some jottings for more challenging numbers • Models and Images In Year 3-6 children will be gradually taught more formal written methods of calculation but they will still use mental methods and jottings where appropriate.

  7. Key Messages To develop written calculation strategies, children need: • Secure mental strategies from YR. • A solid understanding of the number system. • Practical, hands on experience including counters and base 10 apparatus. • Visual images including number lines and arrays. • Experience of expanded methods to develop understanding and avoid rote learning. • Secure understanding of each stage before moving onto the next. • The questions at the forefront of their minds: ‘Can I do it in my head? If not which method will help me?’

  8. How to help your child with mathematics!

  9. How can parents help? • Count with their child • Play number games • Involve children in shopping activities • Involve children when taking measurements or weighing items • Take note of numbers in real life eg telephone numbers, bus numbers, lottery numbers etc • Give children opportunities to use money to shop, check change etc • Talking about the mathematics in football eg. How many points does your favourite team need to catch the next team in the division? • When helping their children calculate use the method that they have been taught.

  10. Visual maths • Number lines • Noticing numbers 1 6 2 5 3 4 23

  11. Rhymes/songs • 5 little speckled frogs; • 10 huge dinosaurs (bottles); • 1, 2, 3, 4, 5 once I caught a fish alive;

  12. Sorting • Socks • Cars • Shoes

  13. Measures • Keep a record of your child's growth; • Scales and balances eg see-saws • Capacity – different containers to play with in the sink or bath;

  14. Shape and space square • Recognising shapes around them eg doors, windows, cans, boxes etc • Construction sets, Lego, • Shapes of cakes, biscuits, sandwiches. oblong triangle circle

  15. MyMaths • Homework set from Year 2/3 • Online maths activities • Results and attempts logged and accessible by teachers for analysis.

  16. Key Stage 2 • Written calculations and methods from Year 3 - 6

  17. Laying the foundations…… • Number lines. • Practical equipment • Multilink cubes • Real life contexts. • Number bonds • Patterns

  18. Jottings

  19. Partitioning…….. • Arrow cards • Place value • Partitioning • Recombining

  20. Stage 1: Mental method using partitioning: 47 + 76 = (40 + 70) + (7 + 6) = 110 + 13 = 123 • Stage 2/3: Use an expanded layout 47 + 76 13 110 123

  21. Beginning to use column addition, step 1….. • Continue to use partitioning • 364+ 34 =300+60+4+30+4 =300+90+8 • Then we recombine it all, to be left with the answer, 398.

  22. Using column addition, step 2…… • Continue to use partitioning. • 364+54= 364 + 54 8 110 + 300 418

  23. Column addition…. • The final step, when the children have a sound grasp of place value & of the whole process… • 364 + 54 418 1

  24. Common calculation errors! 99 158 +101+ 184 1901612 4 1 9 add 10 =19 The 4 has been carried rather than the TEN

  25. Vocabulary. • Add • Plus • Altogether • Addition • Total • Count on

  26. Subtraction - Progression • Mental calculations supported by: Modelling of method by teacher Jottings Number line • Expanded decomposition using partitioning • Compact decomposition

  27. 78 – 12? How do you work out…. 74 – 57?

  28. Using a Number line for Subtraction • Counting Back 78 – 12-10 -2 66 68 78 • Counting on to find the Difference 74 – 57 +10 +3 +4 57 67 70 74

  29. Stage 1: Mental method using partitioning. 76 – 32 = (70 – 30) + (6– 2) = 44 • Stage 2: Expanded vertical layout • Stage 3: Compact decomposition Ongoing methods: mental methods andsubtraction using a number line

  30. 89 = 80 + 9 - 5750 + 7 30 + 2 = 32 • Stage 2: Expanded vertical layout

  31. Stage 3: Compact decomposition 5 13 1 6467 - 2684 3783

  32. Subtraction Vocabulary Take (away) How many are left? How many have gone? 1 less Difference between How many fewer is ... than ... Leave How many are left over? 10 less

  33. Multiplication - Progression • Mental calculation supported by: Jottings Number lines Modelling of method by teacher • Understanding of multiplication as: an array repeated addition scaling • Grid method

  34. Using multiplication facts ·It is vital that children know their times tables as all the work higher up the school relies on them knowing their tables. ·Tables should be learned at least 2-3 times a week. What is expected Year 2 2 times table 5 times table 10 times table Year 3 2 times table 3 times table 4 times table 5 times table 6 times table 10 times table Year 4 Derive and recall all multiplication facts up to 10 x 10 (5 second recall) Years 5 & 6 Derive and recall quickly all multiplication facts up to 10 x 10 (3 second recall) Use table knowledge in all aspects of Mathematics – ratio, fractions, decimals, percentages etc.

  35. Children will develop their understanding of multiplication and use jottings to support calculation: Repeated addition 3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 5 x 3 Repeated addition can be shown easily on a number line: 5 x 3 = 5 + 5 + 5 5 5 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 and on a bead bar: 5 x 3 = 5 + 5 + 5 5 5 5

  36. Using a number line

  37. Arrays Children should be able to model a multiplication calculation using an array. This knowledge will support with the development of the grid method. 3 x 5 5 x 3

  38. Grid method of multiplication 3 10 60 18 60 + 18 = 78 6 so 6 x 13 = 78

  39. TU x TU (Short multiplication - multiplication by more than a single digit) 72 x 38 2100 + 560 + 60 + 16 2736 HTU x TU (Short multiplication - multiplication by more than a single digit) 6000 372 x 24 + 1400 + 1200 + 280 + 40 + 8 8928

  40. HTU x TU (Standard Method for long multiplication) 372 x 24 372 24 372 x 24 8 1488 280 7440 1200 8928 8928 40 1400 6000 8928

  41. Division - Progression • Mental calculations supported by: Jottings Number lines Modelling of method by teacher • Understanding division as sharing and grouping. • Visualising division using: arrays repeated subtraction

  42. Using a number line Ensure that the emphasis in Y3 is on grouping rather than sharing. Children will continue to use: • repeated subtraction using a number line • an empty number line to support their calculation. e.g. 24 ÷ 4 = 6 Children should also move onto calculations involving remainders. e.g. 13 ÷ 4 = 3 r 1

  43. Sharing equally6 sweets are shared between 2 people. How many do they each receive?

  44. Three! 6 sweets shared between two people equals 3

  45. This child has used a strategy of grouping tallies to find the answer. This child has used a strategy of counting equal groups to find the answer.

  46. Then, move on to…… Chunking

  47. Stage 1: Short division. i.e. TU ÷ U, HTU ÷ U Known as the ‘chunking’ method. 6 72 - 60 x 10 12 - 6x 1 6 - 6x 1 0 Answer = 12 9 97 - 90 x 10 7 Answer = 10 r 7

  48. Stage 3 Long division (HTU ÷ TU) 15 43215432 - 150 x 10- 300 x 20 282132 - 150 x 10- 120 x 8 13212 - 60 x 4 72 Answer = 28 r 12 - 60 x 4 12 Answer = 28 r 12

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