1. Extending Mathematical Understanding Parent Workshop 7th June 2016 St Brendan’s Catholic Primary School Lake Munmorah

2. Learning Intention We are learning to experience a variety of open- ended tasks for mathematical understanding. OUTLINE Handfuls (popsticks) Three in a Row (measuring tape, pegs) Tug- Of- War (bead string, peg) Friends of Ten Snap (playing cards) Number Busting (bead string, paper, pencil)

3. Take Home Pack Contents Booklet ‘Think’ board ‘Round the Track’ board 4 tens frames Set of digit cards 1-120 bead string 3 dice Packet of playing cards 2 pegs 30 popsticks (3 bundles of 10) 20 loose circle stickers Sheet of 20 circle stickers Lead pencil

4. Handfuls You will need: Counters (or another counting object), a flat area. How to play: Estimate how many in your handful* Organise the counters so that anyone walking past can work out how many there are by looking and thinking. “What is one more/less?” “What helps you to know how many there are?” “Are there more or less than you predicted?” “How many more/less?” “How do you know?” “Who has the most/least? “Organise them another way that would make it even easier to work out how many there are without having to count them one by one.”

5. Handfuls What does it look like?

6. Handfuls What’s the Mathematics? Subitising – recognising amounts visually Number conservation – total is the same regardless of arrangement Change the game slightly: (use as a partial model) Counter is worth 2, 5, 10, 25, 50, 100, 3, 0.5, 2.5 etc. When you run out of counters, how can you still keep track of how many you have? Discuss how many groups of a certain amount and relate it to multiplication. Show ratios eg 48 ratio of 6 to 8 What would happen if you doubled one quantity?.

7. Looking for Efficiency

8. Three In A Row Bingo You will need: 2 players, a measuring tape or empty number line, a dice (0-9), paper clips How to play: The winner is the person who places the 3 rd number in a row on a number line. 1.Player 1 rolls the dice twice and creates a number (a roll of 2 and 7 makes the number 27 or 72). 2.Once deciding on a number, player marks the spot on a number line with a texta or if using the measuring tape, a paper clip. 3.Player two then has a turn. 4.The winner is the player that makes 3 numbers in a row (using any marker, not just the numbers they have made themselves)

9. Three In A Row Bingo What does it look like?

10. Three In A Row Bingo Change the game slightly: Use an empty number line Roll 3 times with numbers being from 0 – 999 Have a specific range for the numbers eg roll twice and make the numbers in a particular hundreds. Use a 1-6 die and 0-9 digit cards Make fractions and decimals Decimals down to 100 th if it goes up to the next 1oth what would it be? What’s the Mathematics? Number recognition: identifying numbers that can be made with digits Reading numbers Place value Ordering numbers Difference between numbers

11. Tug of War You will need: 2 players, one bead string, one dice (1-6), How to play: Split the beads in half – 10 each side. The first player rolls the dice and takes that number of beads from their partner. After moving the beads they say (without counting) how many beads they have. Their partner then says how many they have left. Take turns rolling the dice and taking beads from each other’s total. The winner is the person with 20 beads.

12. Tug of War What’s the Mathematics? Subitising – recognising groups as total Visualising numbers – counting beads in groups other than one by one Counting on – “How many more do you need?” Partialising numbers – recognising 20 can be made up of many different combinations Facts to ten, facts to five – building on knowledge of 4 and 1 is 5; 3 and 2 is 5 etc Change the game slightly: Beads can be worth various quantities e.g. 1 bead can be worth 2, 5, 10, 25, 50, 100, 3, 0.5, 2.5 etc. Make your own bead kebab or bead string with 10, 50 or 120 beads. Beads can always be worth more than 1.

13. Race to 20 You will need: 2-4 players, 20 counters each, 2 ten frames each, 1 dice (1-6) How to play: The aim of the game is to ‘race to 20’. Each player has 2 ten frames and twenty counters. Players take it in turns to roll the dice. On a player’s roll, take that number of counters and place them on the tens frame. An adult would ask something such as “How many do you have?” “How do you know? Can you prove it?” “How many more do you need to race to 20?” The winner is the first player with 20. ( You must roll the exact number to get to 20 to win – for example if you have 17 and need 3 more but you roll a 4…….too many! You need to roll a 3, 2, or 1)

14. Race to 20 What’s the Mathematics? Counting total up to 20 in different ways. Recognising numbers can be arranged in tens to help ‘count’ Place value Building to 10 – ‘Friends of 10’ “Ten and three more is thirteen” etc Change the game slightly: Race to 10 Race to 50

15. Friends of Ten Snap You will need: Playing cards (ace-9), 2-3 players. How to play: The aim of the game is to win the most/all of the cards. Shuffle the cards ace-9 and distribute them equally amongst players, leaving none left over. There are two piles created next to each other, one of the red cards and one of the black cards. Players take it in turns to place a card on a pile (depending on the colour). When the cards on top of each pile together make 10, player ‘snaps’ and takes all of the cards. The game continues until there is a winner.

16. Friends of Ten Snap What’s the Mathematics? Building to 10 – ‘Friends of 10’ Change the game slightly: make your own cards with the dice patterns rather than numbers play friends of 5 snap instead and just use cards ace-4 (possibly using 2 or 3 decks together so the game is not too short) Add the cards as each is placed on the pile

17. Number Busting You will need: pencil and paper, equipment How to play: Players pick a number (each with a different number or everyone uses the same number. Perhaps picked from a range, Eg between 30 and 50). Players try to find all the ways they can represent the number (words, pictures, symbols) within a time limit (2 minutes).

18. Number Busting What does this look like?

19. Number Busting What’s the Maths? Counting Number conservation – total is the same regardless of arrangement Part- part-whole relationship Only use multiplication must use only 2 decimals Use a bead string, square roots eg square root of 100 is 10, represent 120 as 10 groups of 10 plus 20 Change the game slightly: K and 1, start by using numbers that are less than 30 and then use counters or other counting objects to show the amount and ways they can break up the numbers

20. Key Messages To Help Your Child 1.Children learn by listening, watching, talking, and playing. 2.You are your child’s first and most important teacher. By showing a positive attitude towards mathematics, you will help to foster your child’s interest in mathematics. 3.Showing an interest, encouraging, and having high expectations that children will succeed in mathematics are powerful motivators for children’s achievements in mathematics.

21. Key Messages About Learning 1.Counting is the beginning of numeracy learning. Numbers are all around us. 2.Children learn by using equipment, drawing pictures and diagrams, and talking about what they are doing. 3.Children will be exploring many ways to work out problems. Talking about how they work out their own problems and listening to others’ strategies helps their understandings. 4.Children need to be looking for patterns and relationships between numbers and to be generalising their ideas.

22. Websites http://nzmaths.co.nz/families http://nzmaths.co.nz/supporting- school-mathshttp://nzmaths.co.nz/supporting- school-maths http://www.curriculumsupport.educati on.nsw.gov.au/primary/mathematics/ numeracy/parents/index.htmhttp://www.curriculumsupport.educati on.nsw.gov.au/primary/mathematics/ numeracy/parents/index.htm http://www.familymathstoolkit.org.uk/ advice-for-familieshttp://www.familymathstoolkit.org.uk/ advice-for-families