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**Buckland Primary School**

Welcome to our KS1 parent workshop for maths

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Our Aims To build your understanding of how to support your child’s maths at home. To understand what being ‘fluent’ in number means. To give you strategies for helping your child to derive, learn and know number facts .

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Putting into context From September 2014 teachers have been following a new National Curriculum which has 3 main aims: The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

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**Year group requirements**

Reception Year 1 Year 2 Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20 Recognise and represent ½ of object, shape or quantity Solve problems involving multiplication and division Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. Recognise, find, name and write fractions ⅓, ¼, 2⁄4 and ¾ of a length, shape, set of objects or quantity children have opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and

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**The Connections Model Symbols Pictures/images Number lines**

Numerals Calculation signs Symbols Pictures/images Number lines Place value cards Hundred squares Numicon Drawing their own representations Language Processing instructions Interpreting word problems Explaining their thinking Using mathematical , academic and everyday language. Concrete experiences Real or physical materials Small worlds Money Cubes Counters Fingers Children need all 4 experiences in order to build connections

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**Having a sense of number**

Nominal Numbers that name Cardinal Numbers that tell us how many. eg 6 eggs in a box Ordinal Numbers to tell us positions eg 1st, 2nd, 3rd Measurement Numbers that tell us age, price, weight So where do we start -counting There are 4 children in class 3 who are 5

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**Counting Count everything, everywhere, forwards and backwards.**

Counting is a child’s first experience of number and maths. Learning to count can support understanding of the number system. It’s one tool for building up calculation strategies. Counting backwards is no more difficult than counting forwards. Our maths lessons all begin with counting. Count everything, everywhere, forwards and backwards. Think pair share- Since you got up this morning what could you have counted, when could you have counted, where? Ordinal - Play game – ordering as a team. Who is 1st, 10th, 22nd? What comes before after? With your children racing cars or dolls – what order are they in? Cardinal – create a set using dienes. Importance of seeing and creating to understand what the number actually looks like

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**Tricky Numbers Teen numbers 13, 14, 15… Ty numbers 20, 30 ,40**

- children sometimes say 20 is 12 or ‘twenteen’ Listen carefully to how your child says the end of the number. Explain being a queen/teen ager /bean and tea number Have a go at what’s my mistake? Use the puppet/ doll/ Spot my counting mistake game.

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Breaking the Chain Children can often say the number sequence from beginning to end, but ‘breaking the chain’ is more difficult. …..6, 7, 8, 9…. …..13, 14, 15, 16…. ……6, 5, 4, 3….. Why do children need to be able to do this? –helps with counting on strategy Pick different numbers to start counting from. Go HIGH

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**Recognise, Read, Write Numbers**

Where can children read numbers in your home? Where can children read numbers outside? Where can children read numbers in other places? Writing numbers-when, why and where do you write numbers? Make it real or purposeful, fun and artistic. Make a set of 0-10 cards reDo you have a variety of clocks-digital and analogue Their toys, Page numbers in books, Newspapers, junk mail, takeaway menus Road signs / door numbers / car number plates/ shop posters/ prices/ Encourage reading and writing of numbers. Allow them to try first.

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**Subitising – maximum as a human is 7.**

There are 10 stars. Graphic representation – developing ‘Number talk’, seeing there are different ways to make the same number. Through this children are moving from counting to calculating.

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**From Counting to Calculation**

Vocabulary related to calculation – are your children using different mathematical words for each operation

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**What do you notice about these two numbers ?**

Noticing numbers What do you notice about these two numbers ? 2 tens and 3 units tens and 5 units 16 and more than 60 and 5 less than 70 Double odd number 4 less than lots of 13 Close to one quarter of it is halfway between 60 and 70 It is divisible by it is 35 less than 100 Is 2/5 of 65 Encourage your child to notice things about numbers. e.g. Which number is before it /after it? How many more would you need to have 10? Is it greater than your age or less?

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**Activities that encourage children to notice numbers**

Odd One 0ut Which number is the odd one out ? Why? Same / Different What’s the same about these numbers? How are these numbers different?

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**Calculation Strategies**

5 + 6 = 30-16= 80-11= 56+99= How can what you notice about these numbers help you calculate the answers? Activity – At your tables discuss how you would solve one of these calculations Share ideas – to be fluent in number you might notice 5 and 6 are near double 5. ½ of 15 is 30 so is is close to 10 so

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Number Facts Quick mental recall of key number facts are important for helping children make connections with all 4 operations (add/subtract, multiply/divide). 1:1 correspondence Doubles and near doubles Number facts to 5/10/20 and beyond Adjusting (+/- 9 or 11) Partitioning (tens and units) – using a 100 square efficiently to jump in tens and units Bridging up or down to 10 Know the inverse fact Play the game – growing numbers, throw not grow, ‘Bunny ears’

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**Doubles Toys Fingers Money Bingo**

Connect add the same again and x2 with double Toys Fingers Money Bingo Multiple meanings –double chin double breasted double bed bus-add the same number agaIN OR 2 LOTS OF THE SAME Easiest facts to remember. Show me fingers-show me one , show me double one . Meaning add the same number again

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**2 4 6 8 10 12 14 16 18 20 Bingo Choose 5 numbers and write them down.**

Switch to gordons itp

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**Fractions If I know double 3 equals 6 I also know half of 6 equals 3**

Use the words: half, quarters, thirds, equal, fair when sharing food, toys, lengths, or time. Many chn think half means 2 piles-need to know 2 equal shares.

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Near Doubles 5 + 6 = How could this help with 11 – 6 =

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Make 5 or 10 or 20 In pairs Use the Numicon to make 10 in as many ways as you can. Have you been systematic? Number bonds / number facts / number pairs In school variety of ways used to embed these facts: objects, Numicon, beads , numberlines and games. Encourage children to see that a number can be partitioned to make other numbers Play pairs games, include in role play, card games

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Bridging up or down to 10 17+8= 32-7= -5 -2 25

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**Make any number to 20 or beyond Any one for 21 or 11 or 13? Pairs.**

Use one set of 0-10 cards and an extra 10. Careful with representations on cards. Make your own set of number cards to 20-use stickers or pictures to represent the numbers Dice games Snake / tortoise Game

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**Inverse Operations If I know 7 +3 makes 10, what is 10-7=**

If you know 1 fact, there are usually 3 facts you can have for free.

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**Subtraction is not just taking away**

Shopping real or role play. Help your child to understand the meaning of change. Compare amounts or sizes. How many more / less sweets do you have than me? How much heavier/lighter is the flour than the butter? How much taller or shorter is Spiderman than Barbie? How much further did your car go than mine? Play Race to Zero or Take 3 dice.

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**Robber maths or mind the gap?**

43 – 13 = – 69 = The number you need to subtract is small enough to ‘pick up and take away’ The gap between the 2 numbers is smaller so it is more efficient to find the difference (probably by counting on)

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Multiplication

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**Models for multiplication**

Lots of the ‘same thing’ Bead Bar Number Line 3 6 9 12 Talk through the different models of multiplication outlined on this and the next slide, emphasising the importance of the bead bar in linking the cardinal and ordinal images of number. Fingers “3” “6” “9” “12” 28

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**5 x 4 = Count in steps of 2, 3, 5 and 10. Chant /sing**

Represent the fact with objects or pictures This is 4 groups of 5 Most teachers would interpret it as 5 groups of, or lots of 5 The teacher in the later video teaches it as 4 groups of 5. The two key structures for multiplication are multiple addition and scaling. The model emphasised in most schools is multiple addition, at the expense of scaling In the Netherlands their primary model is scaling and the children have a much greater sense of multiplication as a proportional operation and are more successful with fractions Recognise multiplication is commutative 5 x 4 is the same as 4 x 5

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Division

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**Grouping and Sharing 12 divided by 3 = 4**

Grouping – we know how many are in each group but not how many groups there will be. The answer is the number of groups. Sharing – we know how many groups there are but not how many are in each group. The answer is the number in each group. Use the language of division in every day life. E.g.10 cakes divided by 5 equals 2 each 10 socks sorted in pairs makes 5 pairs.

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**Repeated Subtraction 24 divided by 4 = 24 – 4 – 4 – 4 – 4 – 4 - 4**

24 divided into groups of 4 24 divided into jumps of 4

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Q & A

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**Thank you for coming. Sharon Genovesi Did I meet the aims?**

To build your understanding of how to support your child’s maths at home. To understand what being ‘fluent’ in number means. To give you strategies for helping your child to derive, learn and know number facts . Please take a moment to complete our workshop feedback form. This will help us to improve our provision for you in the future. Sharon Genovesi

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