Transcript Buckland Primary School

Buckland Primary School
Welcome to our
KS1 parent
workshop for
maths
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 .
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.
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.
Represent and use number
bonds and related
subtraction facts within 20
Recall and use addition and
subtraction facts to 20
fluently, and derive and use
related facts up to 100
Add and subtract one-digit
and two-digit numbers to
20
Using quantities and objects,
they add and subtract two
Recognise and represent ½
single-digit numbers and
of object, shape or quantity
count on or back to find
the answer.
Solve problems involving
multiplication and division
They solve problems,
including doubling, halving
and sharing.
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
The
Connections
Model
Symbols
Numerals
Calculation
signs
Pictures/images
Number lines
Language
Place value cards
Processing
instructions
Hundred squares
Interpreting word
problems
Explaining their
thinking
Using mathematical ,
academic and
everyday language.
Numicon
Concrete
experiences
Drawing their own
representations
Real or physical materials
Small worlds
Money
Cubes
Counters
Fingers
Children need all
4 experiences
in order to build connections
Having a sense of number
•Nominal
•Cardinal
Numbers that name
Numbers that tell us how many. eg 6 eggs in a
box
•Ordinal
•Measurement
Numbers to tell us positions eg 1st, 2nd, 3rd
Numbers that tell us age, price, weight
Counting
• 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.
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.
Spot my counting mistake game.
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…..
Pick different numbers
to start counting from.
Go HIGH
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
Encourage reading and writing
of numbers. Allow them to try first.
From Counting to Calculation
Noticing numbers
What do you notice about these two numbers ?
26
65
2 tens and 3 units
16 and 10
Double 13
4 less than 30
Close to one quarter of 100
It is divisible by 2
Is 2/5 of 65
6 tens and 5 units
5 more than 60 and 5 less than 70
odd number
5 lots of 13
it is halfway between 60 and 70
it is 35 less than 100
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?
Activities that encourage children
to notice numbers
Odd One 0ut
Which number is
the odd one out ?
7 3 6
9
Why?
Same / Different
What’s the same about these numbers?
13
31
How are these numbers different?
Calculation Strategies
•
•
•
•
5+6=
30-16=
80-11=
56+99=
How can what you notice about
these numbers help
you calculate the answers?
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
Doubles
Connect add the same again and x2 with double
*Toys
*Fingers
*Money
*Bingo
Bingo
Choose 5 numbers and write them down.
2
12
4
14
6
16
8
18
10
20
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.
Near Doubles
5+6=
How could this
help with
11 – 6 =
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?
Play pairs games, include
in role play, card games
Bridging up or down to 10
17+8=
17
+3
20
+5
25
32-7=
-5
25
30
-2
32
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.
Dice games
Snake / tortoise Game
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.
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.
Robber maths or mind the gap?
* 43 – 13 =
The number you need to
subtract is small enough to
‘pick up and take away’
74 – 69 =
The gap between the 2
numbers is smaller so it is
more efficient to find the
difference (probably by
counting on)
Multiplication
Models for multiplication
Lots of the ‘same thing’
Bead Bar
Number Line
0
6
3
9
12
Fingers
“3
”
“6
”
“9
”
“12
”
28
Count in
steps of 2,
3, 5 and 10.
Chant /sing
Represent the fact
with objects or pictures
Recognise multiplication is commutative
5 x 4 is the same as 4 x 5
Division
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.
Repeated Subtraction
24 divided by 4 =
24 – 4 – 4 – 4 – 4 – 4 - 4
Q &A
Thank you for coming.
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