1. Maths Workshop

2. Welcome to ‘Supporting Your Child’

3. Aims of the Workshop To raise standards in maths by working closely with parents. To provide parents with a clear outline of the key features of maths teaching at St Joseph’s Catholic Infant School. To provide parents with materials that they can use at home to support children’s maths development.

4. Odd one out

5. They didn’t do it like that in my day!”

6. Which is more important: or

7. This will depend on the numbers involved and the individual child.

8. Maths in the past! In the 1960s, a lot of time In the 1960s, a lot of time was given to practising was given to practising methods. methods. Research shows that despite this some children found certain methods difficult, forgot them rather quickly or made persistent errors. Research shows that despite this some children found certain methods difficult, forgot them rather quickly or made persistent errors. Sometimes, the result was a dislike of the subject, which could persist into adult life. Sometimes, the result was a dislike of the subject, which could persist into adult life. With the 1970s bringing the introduction of calculators, people began to debate what calculating skills are actually needed in life. With the 1970s bringing the introduction of calculators, people began to debate what calculating skills are actually needed in life.

9. Mental calculation skills are vital. Mental calculation skills are vital. Children need the ability to estimate. Children need the ability to estimate. e.g. If I have 18 sweets in one bag and 33 sweets in another bag, how many do I have altogether. e.g. If I have 18 sweets in one bag and 33 sweets in another bag, how many do I have altogether. Children can estimate by adding 20 and 30 and know that roughly the answer should be around 50. Children can estimate by adding 20 and 30 and know that roughly the answer should be around 50. Good practice in Maths today!

10. All children need to learn maths in a real life context. All children need to learn maths in a real life context. As well as knowing 7x7=49. Children need to be able to do the following: As well as knowing 7x7=49. Children need to be able to do the following: There are 7 fields, each field has 7 sheep in them. How many sheep are there in total? There are 7 fields, each field has 7 sheep in them. How many sheep are there in total? Children need to be able to explain how they have calculated something using a method that suits them. If they can’t explain it, they don’t fully understand it. Children need to be able to explain how they have calculated something using a method that suits them. If they can’t explain it, they don’t fully understand it. Written calculations, are taught but when children are ready. Written calculations, are taught but when children are ready. Good practice in Maths today!

11. Mental before written We need to first develop a sense of number. We need to first develop a sense of number. I’m only five but I’ve gone right off the idea of maths!

12. Counting along the road/ up the stairs Number songs Finger Maths Money in a tin Using the 100 square to support counting

13. Begin counting. Look for the instructions which will tell you whether to count forwards or backwards and in steps of 1, 2, 5 etc. Get ready: 1, 2, 3, 4, 5

14. +2

16. Stamp, clap, click (include doubling and halving) Reading large numbers Chairs - Multiplying and dividing by 10, 100

17. Research shows that you take in: 5% of what you hear 10% of what you see 20% of what you write 70% of what you do 90% of what you teach somebody else

18. Games in mathematics help children to explore, practise and consolidate key skills in a non-threatening situation.

19. Which of these shapes are triangles?

20. Why aren’t these shapes triangles?

21. 24816 51137 143610 091520

22. Questioning What can you tell me about the number 3? 3

24. Asking Questions Higher order questions require more thinking and generate more discussion. How could you alter these questions to promote talk? Is10 odd or even? What is 2 + 5 ? What is 1/2 of 24? What shape is this?

25. What is the same? What is different?

26. Which sequence is the odd one out, and why? 2, 5, 8, 11 …. 6, 9, 12, 15 …. 7, 10, 13, 16 …. 34, 37, 40, 43 …. -4, -1, 2, 5 ….. Which of these numbers the odd one out, and why? 5, 9, 10 Which shape is the odd one out, and why ? Odd one out

27. When do children need to start recording? The following table shows how some sort of recording is relevant throughout the primary years with mental strategies playing an important role throughout. This has slightly changed this year. ReceptionYear 1Year 2Year 3Year 4Year 5 Year6 Making a record of a calculation Jotting to support a mental strategy Explaining a mental strategy Developing written methods to the standard method you learnt at school

28. Vocabulary

29. Child’s language The everyday language that involves mathematical ideas Materials language The language that comes from using concrete and pictorial materials Mathematical language The mathematical words that are used with the ideas Symbols The mathematical abbreviations and equation

30. You can say this calculation many different ways. How many can you think of? Try to use the different levels of language. 23 – 18 =

31. Failure to understand mathematical vocabulary may be because: children are confused about mathematical terms (e.g. ‘odd’ and ‘table’ have different meanings in everyday English) children are confused about the precise use of some words (e.g. ‘area’ and ‘divide’ are used in everyday English and have similar though more precise meanings in mathematics) children may not be familiar with mathematical vocabulary (e.g. words such as ‘subtract’, ‘multiplication’) children may not understand spoken and written instructions (e.g. ‘draw a line between’, ‘ring’, ‘find two different ways to..’)

32. Having a structured approach to the teaching and learning of vocabulary Introducing new words in a suitable context so they can be explained in a meaningful way Ensuring children hear adults and other children using the new words correctly Encouraging children to answer in complete sentences Displaying the words and phrases the children will be using Giving children the opportunity to read words aloud and silently Help children to develop their understanding of mathematical vocabulary by:

33. So how do children learn in maths? Counting of objects and mental counting. Counting of objects and mental counting. Early stages of calculation with learning of addition and subtraction number facts, with recording. Early stages of calculation with learning of addition and subtraction number facts, with recording. 5 + 8 = or 13 = + 5 5 + 8 = or 13 = + 5 Work with structured number lines Work with structured number lines Work with larger numbers, unstructured number lines and informal jottings. e.g. 47 + 26 Work with larger numbers, unstructured number lines and informal jottings. e.g. 47 + 26 73 +3 +20 +3 47507073 0 1 2 3 4 5 6 7 8 9 10

34. What does a maths lesson look like? Oh look, these numbers make a lovely pattern.

35. 1.Practical addition of real objects. 2.Mental addition of number facts. 3. Use of a structured number line to add. 4.Partitioning to add. 5. Use of an unstructured number line. 37 + 48=Addition 0 1 2 3 4 5 6 7 8 9 10 Remember to put the largest number first 4878688058 +10 +5+2 85 +10 Note: the units jump can be broken down to make it easier to count on through a multiple of 10 100203 100203 = ++

36. 1.Practical subtraction of real objects. 2.Mental subtraction of number facts. 3. Use of a structured number line to add. 4. Use of an unstructured number line. 123 - 47= Estimate first 120 - 50 = 70 Counting back- (most significant digit first, in this case tens, then units) orSubtraction 0 1 2 3 4 5 6 7 8 9 10 -3 93 76 10380113 -10-4 123 -10 83 -10 Start here. 7310376 -30 123 -20 +3 -3

37. 1.Practical Multiplication - 2 x 4 2 lots of 4. 2. Use of arrays 4 x 5 3. Repeated addition 4 x 5 = 5 + 5 + 5 + 5 = 20 or 4 + 4 + 4 + 4 + 4 = 20Multiplication This is an array.

38. 4. Repeated addition can also be done on a number line. 4 x 5 5. Partitioning – Simple recording 17 x 3 = (10 x 3) + (7 x 3) 30 + 21 = 51 Multiplication cont ….. 0 5 10 15 20 0 30 51 21+ Number lines can be used to do the addition part!

39. 1.Sharing or Grouping – Division is initially represented pictorially. 6 sweets shared between 2 people. How many each? There are 6 people in a room. Put them into groups of 2. How many groups can you make? 2. Using a number line to show division.Division Sharing and grouping are two totally different concepts that children need to understand. 6 ÷ 2 = 3 21 ÷ 7 = 3 -7 7 14 21 -7

40. Remember what is important in maths! A focus on mental calculations. A focus on mental calculations. The ability to estimate. The ability to estimate. To use maths in a real life context. To use maths in a real life context. To ask children to explain how they have calculated something using a method that suits them. To ask children to explain how they have calculated something using a method that suits them. Teach children written calculations, but only when children are ready. Teach children written calculations, but only when children are ready.

41. Mathematics is a life skill.

42. It is most important for parents to talk and listen to children about their work in mathematics. A lot of mathematics can be done using everyday situations and does not have to mean pencil and paper, e.g. when shopping, in the car or cooking. You can really make a difference to your child by providing opportunities to: – – tell the time – – use money – – weigh objects – – read scales – – practise times tables – – ask questions – – solve problems

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