Mathematics in Key Stage 1 ISP Parent Education Session Thursday, 5 th December 2013

Overview The Strands of Numeracy and how Mathematics is taught across Early Years and Primary (Year 1-6) The developmental process of learning Mathematics The structure of a Numeracy lesson in Key Stage 1 Practical exercises How we deliver the curriculum and differentiate the tasks The language and vocabulary we use in Mathematics Homework and how you can help your child at home

Handling dataMeasuringUnderstanding shapeCalculatingKnowing and using number factsCounting and understanding numbersUsing and applying mathematics - problem solving

Mathematics in ISP: Spiral Curriculum

An example within Year 2:

How this strand is taught with different objectives across EY and Primary YearObjectives Note that these are Block A Unit 1 objectives (Term 1 Week 1) 1Count in 1s to 20, read numbers to 20 in words and figures 2Count back in 1s and 10s from a 2-digit number; write figures up to 100 3Compare 3-digit numbers; partition 3 digit numbers into H, T, U 4Read and write whole numbers up to 10,000; Recognise the relationship between Th, H, T, U. 5Read and write whole numbers in words and figures 6 (Calculation)Multiply any integer by 10, 100 and 1000 and understand the effect

How do we teach Mathematics?

When you were a student, what ideas or feelings did you associate with Mathematics?

Developmental Process of Understanding Mathematics Piaget’s Stages of cognitive development 1.Sensorimotor stage - when a solid mathematical foundation should be laid; - children learn to count a few objects, learning is enhanced by the use of literature and pictures

2. Preoperational stage - an increase in language ability but limited logic - children are given a lot of opportunities to group and order objects based on different criteria

3. Concrete Operational - skills ordering and classifying objects are developed - children need a lot of “hands-on” experiences and multiple ways of solving a mathematical problem. - teachers use a lot of “manipulative” tools and resources, which helps children make abstract concepts more “real” or concrete.

4. Formal Operation stage -children begin to learn to form hypotheses, deduce possible consequences and allow the child to construct their own mathematics. - children can eventually deal with pure symbols to represent an abstract concept. -Children learn to use their own strategies to clarify, infer, evaluate and apply their knowledge in different “real-life” situations.

How did YOU learn Mathematics?

The Structure of a Maths Lesson Starter – 10 minutes Main – 15 minutes Activity – 20 minutes Plenary – 5 minutes

Problem to solve (Year 1) What is 7 take away 3?

Problem to solve (Year 2) Miss Gretta wanted to bake apple pie and bought 72 apples. When she got home, she realised she had too few, so she went back to the store and bought 23 more. How many apples did she buy in total?

Plenary The plenary is the final 5 minutes of the lesson where the learning is summarised.

Important Mathematics Vocabulary

Does that mean we don’t use “traditional” methods of doing Mathematics anymore?

How you can help at home… Help your child memorise the following: Number bonds to 10 and 20 Counting in 2s, 5s and 10s (times tables) Help them accomplish the fun homework that we send home! Use the maths vocabulary that we use in school in “real-life” sitiuations. Ask your child to explain their method to you. Show them the method that you know and make them feel safe and confident that problems can be solved with different solutions.

Questions?

Thank you!