 Maths  Mental Maths  Problem Solving  Numeracy and Mathematics in Curriculum for Excellence

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 Number, money and measure › Estimating and rounding 0-4 › Number and number processes 0-4 › Multiples, factors and primes 2-4 › Power and roots 3-4 › Fractions, decimal fractions and percentages 0-4 › Money 0-4 › Time 0-4 › Measurement 0-4 › Mathematics – its impact on the world, past present and future 1- 4 › Patterns and relationships 0-4 › Expressions and equations 1-4

 Shape, Position and Movement › Properties of 2D shapes and 3D objects 0-4 › Angle, symmetry and transformation 0-4  Information Handling › Data and analysis 0-4 › Ideas of chance and certainty 1-4

 Before a baby is even born we are already obsessed with the numbers involved  At the early stage of life 0-24months we become obsessed with milestones, many of which involve numbers/measurement  Our lives are ruled by numbers – give me examples………

 Feeding  Sequencing  Rhymes  Numeral Signs  Puzzles  Jigsaws  Birthdays  Shapes  Mark making  Using a variety of media – tv, comics  Development of pictures (Foundations of writing)  Interest in environmental print  Pencil grasp  Directions

 Multi sensory interaction with numbers and maths – displays, songs, sand tray, water tray  Practical experiences (Child at the Centre) – counting with material, sorting into groups, sets, sharing, properties  One-to-one correspondence  Oneness of one  Use of ICT  Language of maths becomes very obvious, instructions are clear and have purpose i.e. does the pupil understand the meaning of share, equal, same, group – the understanding they will need to move forward with maths  Language + written words + written numerals + picture representations = they are all the same  Usually work within 100 moving forwards and backwards and beginning simple additions and subtractions

 Layout and ways of finding and recording answers become very important – chimney sum, HTU, decimal points, division and multiplication  Mental agility  Using proper units of measurement and begin to make judgements  Introduction to multiplying, dividing and the systematic approaches to working these out, learning times tables and why we should  Maths is further developed through the use of everyday language problems to back up the need to learn certain aspects EXAMPLE – 35 divided by 7 or written in the book as a division or 7 children go to the cinema and it costs £35, what is the cost of one child?

 Mathematical work becomes far more purposeful, based on previous knowledge with a greater link to real life situations and what pupils will need to know long term  Problem solving, mental agility and written work all must work together now to help the pupil achieve their potential  Pupils are encouraged to show evidence of their working as this is recognised in the Secondary school as an important indicator as to whether or not they understand they questions and what they must do to work out the answers – in exams, this can give them marks even if the end answer is incorrect  Areas within maths are often tied together in problems requiring them to have a broad knowledge of maths i.e Katie planned to travel 632 miles over 5 days, on average what will she travel per day? How many miles will she have travelled by the third day? It actually took her 7 days to cover the distance, on a daily basis, how much less did she travel? What would her hourly rate of travel be for both of these journeys in kilometers?  Offers in Supermarkets – nasty but always worthwhile to work out!

Textbooks  Teejay in CFE level but split further – Early in booklets, 1a and 1b, 2a and 2b, 3a…. Mental Maths/Active Maths  Heinemann Active Maths in Early, First and Second, Peter Patilla handbooks, lots of concrete materials in classes Learning through play  Playground equipment, playground staff trained in games, variety of games, puzzles and things that pupils and staff bring in throughout the school Homework  Maths games and activity cards, Teejay homework sheets

Teach Model Support Assess Improve

 We have purchased assessments of each experience and outcome in addition to diagnostic tests which can be used at any time with pupils in the school  Incas (through Durham University) provides us with tracking information at P3, P5 and P7 of maths (in addition to other areas on the curriculum), the information can be analysed to determine whether pupils are working to their potential and if they are improving at an appropriate rate for themselves.  We use our forward plans to target individuals who may need support and can evaluate how they do by assessing their work together.  We complete the SPP twice a year in reflection of how the pupil is achieving in class.  We select a best piece of maths work for their Pupil Portfolio every term.  We are always assessing on a day to day, through asking pupils questions, using AIFL practises as well as good old fashioned marking of work, however, as much as possible this is done with the pupil as that is how to have real impact on future learning.

Curriculum for Excellence recognising that maths is part of everything we do and learn in school no matter what subject that may be. This is particularly important in Third and Fourth level, as the pupil moves into secondary education and discrete subjects are taught. In primary teaching this has always been a strength of our approach to teaching and learning.

 Working with other schools in the ASG to share good practise, resources and ideas  Purchase of new resources this year and last year to support the teaching of maths  Planning document created for staff with a development of success criteria throughout each experience and outcome  Training of staff, learning visits and sampling work  Next year, is there a better way to do this?

 Awareness of number  Dyscalculia  Colour blindness  Sequencing

 I wasn’t taught that way, what should I do?  I can’t remember how to do that?  What is the right way to teach times tables?  Why did the curriculum change?  My child’s not interested in maths, why bother?

 Games  Posters/signs/labels  Sing songs  Get them involved with maths at home – cooking, timing, shopping, solve real problems  Be honest, it can take on average, 50 attempts to learn something, more often it’s nearer 100, if you’re stuck that’s fine, we often learn best from our mistakes or when we ask for help.  Encourage – nothing is wrong, give it a go!