Maths evening 2018
- 1. Maths Information EveningMaths Information Evening 2929thth January 2018January 2018
- 2. What is progress in Maths?What is progress in Maths? At all levels learning maths is about solving problems using key processes such as: Looking for patterns and relationships between numbers. Making sense of and checking information. Communicating and presenting maths using words and diagrams (symbols and pictures). Reasoning and developing mathematical arguments. Calculating Comparing Manipulating, organising and interpreting information. Reasoning
- 3. Maths in Key Stage 1Maths in Key Stage 1 In Year 1 Autumn term I – taught twice a week with provision activities available Year 1 – till Summer term – taught 5 times a week Year 2 – taught 5 times a week Taught across the curriculum where possible
- 4. Understanding NumbersUnderstanding Numbers What do you think children see? 5
- 5. What do you see?What do you see?
- 6. What can you see now?What can you see now?
- 7. The ‘fiveness’ of fiveThe ‘fiveness’ of five We encourage the children to explore numbers and how they are made up as well as what they look like (numerals). Use the red and yellow counters on your tables to explore the different ways you could show the number 10.
- 8. Maths ToolkitsMaths Toolkits Bead Strings Tens and ones Number squares Cubes Counters Money Number Lines
- 9. Exhibition of a NumberExhibition of a Number Can you make an exhibition of the number 12 using as much of the equipment as you can? Can you show it in different jumps? As a fraction of a number? Using measurements or money?
- 10. What numbers are being shown here?What numbers are being shown here?
- 12. Thinking About NumbersThinking About Numbers 40 10 ?
- 13. Thinking About SignsThinking About Signs > Describe the relationship between these two animals.
- 14. Thinking About SignsThinking About Signs > How could you describe it now?
- 15. Place ValuePlace Value The position (place) of a digit in a number determines its value. Hence the term place value. Children have to be really comfortable with their understanding of the value of number to be able to apply it in calculations.
- 17. Tens and Ones (Dienes)Tens and Ones (Dienes)
- 18. Abacus CountersAbacus Counters Tens Ones If you had three counters, you could make the numbers 30, 21, 12 or 3. What numbers could you make with 4, 5 or 6 counters?
- 19. Addition and SubtractionAddition and Subtraction Year 1Year 1 Using pictures of objects – cubes, counters Using number lines to add/subtract one-digit from a two-digit number to 20 Bead strings. Number bonds to 10 and 20. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
- 20. Finding the DifferenceFinding the Difference 7 6 5 4 3 2 1 3 2 1 Using cubes to physically show the difference between two amounts. They both have 3 – what’s the difference? 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 When the 2 numbers in a calculation are close in value, we count up from the smallest number. 1 2 3 4 5 43 – 38 = 5 (The difference between 43 and 38 is 5)
- 21. Addition and SubtractionAddition and Subtraction Year 2Year 2 When children are confident with using empty number lines, they will use their knowledge of tens and ones to add: Two-digit numbers and ones - 34 + 9 Two-digit numbers and tens - 34 + 40 2 two-digit numbers - 34 + 23
- 22. Addition MatsAddition Mats Using objects then pictures or symbols
- 23. Using a Number LineUsing a Number Line 48 + 36 = 84 48 58 68 78 79 80 81 82 83 84 +10 +10 +10 +1 +1+1+1+1+1 Tens and ones can then be done in one jump or by bridging to the next ten.
- 24. Addition – Year 2Addition – Year 2 Children will begin to use informal pencil and paper methods (jottings) to support, record and explain partial mental methods building on existing mental strategies. Partitioning – tens and ones 35 + 52 = ? (t) 30 + 50 = 80 (o) 5 + 2 = 7 (r) 80 + 7 = 87
- 25. Addition – Year 2Addition – Year 2 Estimating calculations: 49 + 52 = ? What estimation could I make here? “I know that 49 and 52 are both close to 50 so the answer should be somewhere near 100.”
- 26. Your Turn!Your Turn! Think about the methods we’ve just shown you. Use some of them to complete these calculations. 53 + 24 = 37 + 56 =
- 27. Subtraction – Year 2Subtraction – Year 2 Partitioning: This is trickier to show children when subtracting as there will be some situations where the children need to take away too many ones. 77 – 42 = (t) 70 – 40 = 30 (o) 7 – 2 = 5 (r) 30 + 5 = 35 If there are more ones in the second number then you only partition that number (or use a number line!) 77– 49 = (t) 77 – 40 = 37 (o) 37 – 9 = 28 Because we have separated the tens and ones we must recombine them by ADDING!
- 28. Missing NumbersMissing Numbers We teach the children to use the inverse (opposite) of the given calculation Addition/subtraction Multiplication/division 15 + = 26 We would either: Find the difference between 15 and 26 by counting up Work out what 26 – 15 was
- 29. Your Turn!Your Turn! Use the inverse to solve these calculations. - 23 = 12 14 + = 35 5 x = 25 ÷ 7 = 10
- 30. Multiplication and DivisionMultiplication and Division Year 1Year 1 Using objects and pictures to make lots of or groups:
- 31. Using bead strings to show ‘lots of’ or ‘groups of’: 3 x 5 = 15 Multiplication and DivisionMultiplication and Division Year 1Year 1 We use lots of different words to show multiplication – it’s important to not just call them the ‘Times Tables’.
- 32. Using ArraysUsing Arrays An array can be used to help solve multiplication or division calculations. 3 x 5 = 15 15 ÷ 5 = 3 5 x 3 = 15 15 ÷ 3 = 5 We often do this using edible objects!
- 33. Repeated AdditionRepeated Addition 3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 3 x 5 = 15 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 +5 +5 +5 +5 +5 +5
- 34. Repeated SubtractionRepeated Subtraction Repeated subtraction to divide using an empty number line: 24 ÷ 4 = 6 We also use multiplication and counting in ‘lots of’: 30 ÷ 5 = ? How many 5’s are in 30? 0 4 8 12 16 20 24 -4 -4 -4 -4 -4 -4
- 35. CommutativityCommutativity Children should know that 3 x 5 has the same answer as 5 x 3. This can also be shown on the number line. We also learn that division is NOT commutative! 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 +5 +5 +5 +3 +3 +3 +3 +3
- 36. Which multiplication and division calculations does this array show? Can you show the repeated addition for it? Can you show the commutativity on a blank number line? Your Turn!Your Turn!
- 37. Using and ApplyingUsing and Applying After they have learnt a calculation skill, we give the children opportunities to use and apply their knowledge. This is a great chance to get the children to talk about the strategies they are using and check that they are applying the most appropriate strategy – although as long as it works for them it can be any strategy!
- 38. Word ProblemsWord Problems A word problem gives the children a question. They have to look at the words and numbers used in the word problem to decide which calculation they need to write. We would also encourage them to use pictorial representations to find the answers.
- 39. One-Step Problems There are 5 lily pads in the pond. They each have 3 frogs on. How many frogs are there altogether? 5 x 3 = 15
- 40. Two Step Problems Matt has 25 bags of plain crisps and 31 packets of flavoured crisps. There are 52 children in the class and they have one packet each. How many packets are left? • What are the steps needed to solve this problem? • What calculations will you need to write? • What methods would you use to solve these problems? • Would a pictorial representation be the best method?
- 41. Problem SolvingProblem Solving Solving a problem is more open-ended. There’s usually more than one answer. Problem solving helps children to: Think Apply Communicate Reason
- 42. Problem SolvingProblem Solving There are a few problems on each table. Have a go at finding as many solutions as you can with your group. Feel free to move around to the other tables to look at theirs!
- 43. Helping Your Child At Home Don’t! • Push a skill, especially if a child is becoming confused or is feeling pressured. It always pays to talk to the teacher if you feel your child is not understanding something, rather than confuse them further by teaching them in a different way. • Force workbooks on your child. They will do plenty of writing in their maths books at school. At home, you have the opportunity to help them memorise their number facts and perform mathematical calculations in their heads. • Stress written sums laid out as you used to do them! Nowadays it is the development of what we call ‘numerical fluency’ that counts. Children need to be comfortable with numbers, to understand how they work and to be confident in doing mental calculations. • Just give them bigger numbers to work with. Consider the ways that you could challenge them to deepen their understanding of that concept.
- 44. Helping Your Child At Home Do! • ‘Little and often’! Counting sultanas as you eat them or stairs when going up to a first floor flat is a much better way of rehearsing counting than sitting over a workbook. • Give LOTS of praise. Resist the temptation to say, ‘but’ or to point out mistakes every time. Children need encouragement and positive reinforcement to be confident, and a confident child makes a better learner. • Play games! Dice, dominoes, track games and cards all make excellent excuses for using and applying our number skills. And at the same time your child is learning the important skills of losing with grace and winning with style! • Remember that your focussed attention is a far more important and pleasurable commodity for any child than any amount of TV or video game activity. Every child wants to be doing things one-on-one with someone they love and trust.