1. Kirwee Model School Numeracy Evening 2009

2. WELCOME Objectives for this meeting Objectives for this meetingHistory:

3. Developmental Stage Progression The New Zealand Number Framework

4. Numeracy Stages (Ryan and Barb) Emergent Emergent One to One Counting One to One Counting Count from one on Materials Count from one on Materials Count from one by Imaging Count from one by Imaging Advanced Counting Advanced Counting Early Additive Part-Whole Early Additive Part-Whole Advanced Additive Part-Whole Advanced Additive Part-Whole Advanced Multiplicative Advanced Multiplicative Advanced Proportional Advanced Proportional Counting Strategies Non Counting Strategies

5. Emergent Movie Clip 1,2,3,5, 8...? Can you get me 7 counters from the pile please? The child can not consistently count a collection of objects.

6. One to One Counting 1,2,3,4, 5,6,7. Can you get me 7 counters from the pile please? The child can count a set of objects up to ten but can’t join and separate sets like 4 + 3 =

7. Count From One on Materials 1,2,3,4, 5,6,7. There are 4 counters and another 3 counters. How many are there altogether? The child solves the problem by using their fingers or other materials and counts from one.

8. Count From One By Imaging Counts in head 1,2,3,4,5, 6,7. There are 4 counters and another 3 counters. How many are there altogether? The child counts all the objects from one by imaging visual patterns of the objects in their mind.

9. Advanced Counting (Stage 4) Counts on 9, 10, 11, 12, 13. There are 9 counters under there and another 4 counters under there. How many are there altogether? The child counts on from the largest number At this stage multiplication and division concepts are introduced.

10. Early Part-Whole (Stage 5) “I know that If I take one off the 6 and put it on the 9 it =10. 10 + 5 = 15” There are 9 counters under there and another 6 counters under there. How many are there altogether? The child counts on from the largest number

11. Advanced Part-Whole (Stage 6) I think tidy numbers would be smartest. 63 – 40 = 23 + 1 =24 63 people are on the bus and 39 people get off the bus. How many people are left on the bus? The child can select from a wide range of strategies to solve various addition and subtraction problems mentally

12. Advanced Multiplicative (Stage 7) Tidy Numbers would be a smart strategy. 30 x 6 = 180 180 – (2 x 6) = 168 There are 28 fruit trees in each aisle of the orchard. There are 6 aisles. How many trees are there altogether? The child can select from a wide range of strategies to solve various multiplication and division problems mentally.

13. Advanced Proportional (Stage 8) I can see that 9:15 are both multiples of 3. I can simplify by ÷3 and get a ratio of 3:5 You can make 9 mittens from 15 balls of wool. How do we work out the ratio of mittens compared to balls of wool. The child can select from a wide range of strategies to solve challenging problems involving, decimals, fractions percentages and ratios.

14. Expectations (Scott)

15. Basic Facts (Dana) Basic Facts are no longer taught by rote learning. Basic Facts are no longer taught by rote learning. Research suggests there is no point trying to teach the basic facts before meaning is understood. For e.g. 4 + 7 = 11, needs to be taught as “If I have 4 counters and then add another 7 counters, how many counters have I got altogether?. The same applies to multiplication. It is common to see children being able to recall 6 x 5 = 30, however do they know that 6 groups of 5 children = 30 children? Research suggests there is no point trying to teach the basic facts before meaning is understood. For e.g. 4 + 7 = 11, needs to be taught as “If I have 4 counters and then add another 7 counters, how many counters have I got altogether?. The same applies to multiplication. It is common to see children being able to recall 6 x 5 = 30, however do they know that 6 groups of 5 children = 30 children? For + and – the basic facts are taught from the early stages for e.g. counting from 1 using materials and counting from 1 using imaging. Multiplication and division are introduced at Stage 4 (Advanced Counting) For + and – the basic facts are taught from the early stages for e.g. counting from 1 using materials and counting from 1 using imaging. Multiplication and division are introduced at Stage 4 (Advanced Counting)

16. Basic Facts continued. Depending on what Stage your child is working on, the core basic facts from Stage 1-8 are: Depending on what Stage your child is working on, the core basic facts from Stage 1-8 are: - Addition/subtraction facts to 10 - Addition/facts to 20 - Multiplication/division for 2’s,5’s/10’s - Multiplication/division for all others up to 10x10 - Primes, factors, common multiples.

17. Equipment (Karen)

18. So … What is different since the introduction of the Numeracy Project at Kirwee School? (Hayley) Greater emphasis on developing mental strategies Greater emphasis on developing mental strategies Less use of text books Less use of text books Vertical algorithms are being introduced later Vertical algorithms are being introduced later Children are being taught in smaller groups Children are being taught in smaller groups Teachers and children are using a variety of equipment Teachers and children are using a variety of equipment Discussion is encouraged Discussion is encouraged Teachers question more for thinking Teachers question more for thinking Addition and Subtraction are taught together Addition and Subtraction are taught together Multiplication and Division follow later Multiplication and Division follow later Children record their maths in a variety of ways Children record their maths in a variety of ways CHILDREN ARE ENJOYING MATHS MORE! CHILDREN ARE ENJOYING MATHS MORE!

19. Numeracy Ideas to use at home (Paula)

20. Question Time!