Transcript Vauvert - Petersgate Infant School

Petersgate Infant School
Parents’ Curriculum Evening
Mathematics
Tuesday 21st October 2014
“They didn’t do it that way when I was at school!”
Principles of the National
Numeracy Strategy (NNS 1997)
Every pupil should receive good direct teaching in
the daily lesson that:
• gives them instruction and demonstrates,
explains and illustrates mathematics, setting
the work in different contexts and linking it to
other work.
• maximises the opportunities for the teacher to
interact with the pupils, so that they can talk
and be listened to, and receive feedback that
helps them to develop their mathematical
knowledge, skills and understanding.
Principles of the NNS
The numeracy strategy emphasises
the importance of good, mental
number skills.
Mental methods should always be
the “first resort”.
These still apply for the new
curriculum!
The “new” National Curriculum
for mathematics (2014)
Emphasises …
• Fluency (number facts and calculation)
• Problem solving and explaining
• Cross curricular links and real life
There have been some changes in
curriculum demand …
Early Years “mental”
mathematics involves ...
• counting with and without objects;
• using mathematical language –
heavier, shorter, altogether, take
away, difference, shape names,
number names;
• drawing pictures and diagrams to
aid understanding; (this helps develop
mental imagery)
• try to capitalise on children’s natural
interest in the world around them,
fostering a love for learning.
Alphabetland
• In Alphabetland letters are used instead of numbers.
• The new number names are A, B, C, D ... instead of 1, 2,
3, 4 etc.
• You may use your fingers, or anything else you can think
of to help you, BUT you may not translate the letters for
numbers!
• How many fingers do you have on one hand?
• How many fingers on two hands?
• Calculate ...
C+D
B+E
CXD
K–B
G–D
Resources, models and images
• Helping children make sense of and
understand the mathematics
• Real life situations
– e.g. shopping (10p and 1p)
– e.g. weight (10g and 1g)
– e.g. length (10cm and 1cm)
• Representations
– Dienes, Numicon, number cards, PV cards
From mental to written
methods of calculation 1
“Methods of calculation should be chosen
depending on the nature of the
calculation and the numbers involved.”
(this still holds true, to a degree …)
• Totally mental methods (you can do it
all in your head)
– Instant recall e.g. 5 + 3
double 6
– Rapid recall e.g. 18 + 7
13 – 6
6 x 4 is double 6 and double again
From mental to written
methods of calculation 2
• Partial written methods (you cannot do it
all in your head)
– Informal jottings – idiosyncratic – keeping
track as you work (back of an envelope maths)
– Informal written recording – to support
intermediate mental steps e.g. using blank
number lines, partition strategies
From mental to written
methods of calculation 3
• Written methods (for larger numbers, or too
many numbers to deal with mentally)
– Non-standard ‘algorithms’ e.g. expanded
methods - most (then least) significant digits
first – initially horizontal layout, then vertical
layout later
From Year 3 onwards …
– Standard algorithms (compact methods)
(only when mental knowledge is secure and evidence of
understanding)
How can parents help?
• Sing and say number rhymes and count
together – e.g. “5 speckled frogs ...” or “5
little men in a flying saucer ...”
• Play cards and board games. (Monopoly)
• Read and write numbers together.
• Notice numbers in the world around you
e.g. buses, cars, house numbers, times
on clocks.
• Practise remembering number facts,
learning to tell the time.
How can parents help?
• Discuss real life number tasks e.g. when
shopping (money), setting the TV recording
(time), preparing for a party, putting away
shopping (shape, weight, capacity)
• Take and compare measurements –
objects, people, pets! (tape measure, ruler, scales)
• Take an interest in, and help with,
homework.
But please, do not pressure them to use
YOUR methods!