Transcript Maths Parent Presentation Powerpoint

Parent Information Evening
Tuesday 30th July
Wednesday 31st July
Outline of Topics
 Information about how maths is taught in the classroom.
 The opportunity to experience some of the warm up games and
rich learning tasks that the children engage in on a regular
basis.
 Ideas for you to use at home to assist your child with developing
their mathematical knowledge and understanding.
 Resources to use at home with your child.
The Numeracy Block
We call the block a Numeracy block because the aim for our
students is to be numerate. "To be numerate is to use
mathematical ideas effectively to make sense of the world"
(Mathematics K-6, Board of Studies).
Structure of our Numeracy Block
Our Numeracy Block consists of three sections:
1. Number Warm Up
2. Rich Task
3. Reflection Time/Main teaching time
The Number Warm Up
The number warm up can focus on number
concepts including:
• Place Value
• Representing numbers
• Ordering numbers
• Addition
• Subtraction
• Multiplication
• Division
Number Busting
Warm Up Games
‘Your
task is to count the collection given
to you. Firstly I would like you to
estimate how many you think you have.
You need to arrange your objects so that I
can count them quickly.’
Questions to ask…
• What do you notice about your number?
• How would you describe your number to a friend?
• Is there a faster, more efficient way to work out the
total?
• What number is one more/ten more than your number?
• What number is ten more/ten less than your number?
• What is the difference between your number and your
friends number?
• How many more of your object would I need to make
100?
Handfuls
Headache
Questions to ask…...
• How do you know?
• How can you prove it?
Our role as teachers is to ensure that
students are using the most efficient
strategies and that they understand
numbers on a deep level.’
‘
‘The educational research shows that a deep
understanding of numbers means you know
how to work with it e.g. add, subtract, multiply,
divide, write it, count it. It is not always about
the answer, it is about the thinking used to get
the answer.’
Rich Task
My friend has some sultanas. I have twice as many.
How many sultanas could my friend have?
How many would I have?
Learning Intention:
Twice as many is a way of multiplying
Success Criteria:
 I have found many solutions and shown them with counters.
 I described my quantities using words and numbers.
 I asked myself and my partner some challenging questions.
Questions to ask
 How can you prove it?
 What other possible answers are there?
 Is there an easier or a quicker way of doing this?
 What did you learn?
 Can you make up a sentence using the words ‘twice as
many’?
Multiplication and division in the
Classroom
Ella used 12 blocks to build a building.
What might her building look like?
Learning Intention:
12 cubes can make many different 3D objects that I can describe using numbers.
Success Criteria:
 I can come up with many different solutions.
 I can describe my building using numbers.
 I can think about the shapes that would make good buildings and why.
 I can draw my building.
Questions to ask…..
• How many different buildings can you make?
• Is there another way?
• I want you to think about what you know about 12 that
may help you.
• How can you write numbers about your building?
• Can you describe your building to someone else?
• Can number busting help you to describe your building?
• What if we turned the shape upside down? How would
you record it?
• Can arrays help you to describe your building? What is
the same/different about the buildings?
• How many faces/sides/blocks can you see/not see?
• What does it look like from the top/front/side view?
• What would happen to the shape if we had 2 more/2 less
blocks ?