To Be Numerate …… Parent Information Evening

Outline How is Mathematics taught now? The New Zealand Numeracy Framework Helpful and practical ideas to support your child’s learning in mathematics.

Numeracy Project Goal “to be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community” Published in Curriculum Update 45:

Goals cont. Focusing on the problem and the ways we work stuff out. Mental and oral before traditional algorithms. Make decisions about the smartest strategy to use on any given problem. Challenge children to achieve and develop a positive attitude towards learning mathematics.

Developmental Stage Progression The New Zealand Number Framework

The NZ Numeracy Framework Each Numeracy Stage highlights key knowledge and strategy that a child should know. Strong knowledge is essential for students to broaden their strategies across a full range of numbers. StrategyKnowledge Creates new knowledge through use Provides the foundation for strategies

Knowledge and Strategy Knowledge (what we know/need to know) – Writing and Reading Numbers, Number sequence, Grouping and place value, basic facts. Strategy (how we do it) – Addition and Subtraction, Multiplication and Division, Fraction and Proportions.

Numeracy Stages Emergent One to One Counting Count from one on Materials Count from one by Imaging Advanced Counting Early Additive Part-Whole Advanced Additive Part-Whole Advanced Multiplicative Advanced Proportional Counting Strategies Non Counting Strategies

Emergent – Stage 0

Movie Clip 1,2,3,5, 8...? How many counters? (7) The child can not consistently count a collection of objects.

One to One Counting - Stage 1

1,2,3,4 and 1,2,3. 4+3=? The child can count a set of objects up to ten but can’t join and separate sets like =

Count From One on Materials (Stage 2) After one year at school.

1,2,3,4 1,2 1,2,3,4,5, = ? The child solves the problem by using their fingers or other materials and counts from one.

Count From One By Imaging – (Stage 3) After one year at school

Counts in head 1,2,3,4,5, = ? The child counts all the objects from one by imaging visual patterns of the objects in their mind.

Advanced Counting (Stage 4) After two years at school.

Counts on 9, 10, 11, 12, =? The child counts on from the largest number Skip counts to work out times tables

Early Part-Whole (Stage 5) Year 3 - 5

“I know that is 47. and so I just have to take one off.” 37+9=? The child uses simple strategies to solve addition and subtraction problems mentally Times tables through skip counting and repeated addition.

Advanced Part-Whole – (Stage 6) Year 6

27+20= = =70 6+5= = =? The child can select from a wide range of strategies to solve various addition and subtraction problems mentally ‘Knowing’ times tables and using known facts to find unknown facts

Advanced Multiplicative (Stage 7) – Year 7 / 8

121 is 11x11 66 is 11x6 (11x11)-(11x6)=(11x5) 11x5=55 so the answer is =? The child can select from a wide range of strategies to solve various multiplication and division problems mentally.

Advanced Proportional (Stage 8) Year 8 / 9

If 4/9 is 16 then 1/9 is 4. So 9/9 must be 4x9 which is 36. 4/9 of x = 16 The child can select from a wide range of strategies to solve challenging problems involving, decimals, fraction percentages and ratios.

How is maths taught differently now?

Assessing what children know. Assess - where each child is at through oral interviewing and questioning Group according to a Childs strategy stage using the New Zealand Number Framework A useful tool - IKAN Sheets Encourage children to self assess (reflect) know and own their next learning steps.

Teaching Model and support children understanding using a researched teaching model. Using materials Thinking about what would happen on the materials Working only on numbers Teach to achieve next learning steps. Working only with numbers Imaging Materials Using Materials

How can parents help? Developing a child’s knowledge is a key to their success and development in mathematics. Handout sheet.