This document provides information from a Maths Information Evening for parents. It discusses what progress in maths entails, how maths is taught in key stages 1 and 2, and different maths concepts covered, including place value, addition, subtraction, multiplication, division, and problem solving. Parents are advised to praise their children's efforts, play maths games at home, and focus on building confidence rather than stressing workbooks or written methods.
Make Learning and Teaching Math Fun and Effective with Albert's Insomnia!Rick Buchner
Math classes from elementary schools report to us "a 23% increase in computational proficiency in just two weeks" and 33% more 3rd, 4th, and 5th grade students exceeding the state standard exam!
Make Learning and Teaching Math Fun and Effective with Albert's Insomnia!Rick Buchner
Math classes from elementary schools report to us "a 23% increase in computational proficiency in just two weeks" and 33% more 3rd, 4th, and 5th grade students exceeding the state standard exam!
Presentation Math Workshop#May 25th New Help our teachers understa...guest80c0981
This is presented by a Math teacher,in Army Burn Hall College For Girls ,Abbottabad.
The target group was the teachers of school section. There were certain activities also performed an demonstrated in order to introduce new teaching methodologies and to prepare our teachers to meet the need of the day.
Umber
PowerPoint Slides for the Primary (grades 1 - 3) break-out sessions for the Kootenay-Boundary Regional Consortium Summer Institute in Numeracy, held in Cranbrook on August 27th, 2009.
Presentation math workshop#may 25th newUmber Tariq
It was prepared for the staff of our school , in order to guide that how to make, teaching and leaning for Maths, interesting and fun .
To reduce boredom for kids and to relate the concepts with the nature and universe.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. What is progress in Maths?What is progress in Maths?
At all levels learning maths is about solving problems
using key processes such as:
Looking for patterns and relationships between
numbers.
Making sense of and checking information.
Communicating and presenting maths using words and
diagrams (symbols and pictures).
Reasoning and developing mathematical arguments.
Calculating
Comparing
Manipulating, organising and interpreting information.
Reasoning
3. Maths in Key Stage 1Maths in Key Stage 1
In Year 1 Autumn term I – taught
twice a week with provision activities
available
Year 1 – till Summer term – taught 5
times a week
Year 2 – taught 5 times a week
Taught across the curriculum where
possible
7. The ‘fiveness’ of fiveThe ‘fiveness’ of five
We encourage the children to explore
numbers and how they are made up as
well as what they look like (numerals).
Use the red and yellow counters on your
tables to explore the different ways you
could show the number 10.
9. Exhibition of a NumberExhibition of a Number
Can you make an exhibition of the
number 12 using as much of the
equipment as you can?
Can you show it in different jumps?
As a fraction of a number?
Using measurements or money?
10. What numbers are being shown here?What numbers are being shown here?
15. Place ValuePlace Value
The position (place) of a digit in a
number determines its value. Hence
the term place value.
Children have to be really
comfortable with their understanding of
the value of number to be able to apply
it in calculations.
18. Abacus CountersAbacus Counters
Tens Ones
If you had three counters, you could make the numbers 30, 21, 12 or
3. What numbers could you make with 4, 5 or 6 counters?
19. Addition and SubtractionAddition and Subtraction
Year 1Year 1
Using pictures of objects – cubes,
counters
Using number lines to add/subtract
one-digit from a two-digit number to 20
Bead strings.
Number bonds to 10 and 20.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
15
20. Finding the DifferenceFinding the Difference
7
6
5
4
3
2
1
3
2
1
Using cubes to physically show the
difference between two amounts.
They both have 3 – what’s the difference?
34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
When the 2 numbers in a calculation are close in value, we count up from
the smallest number.
1 2 3 4 5
43 – 38 = 5
(The difference between 43 and 38 is 5)
21. Addition and SubtractionAddition and Subtraction
Year 2Year 2
When children are confident with using empty
number lines, they will use their knowledge
of tens and ones to add:
Two-digit numbers and ones - 34 + 9
Two-digit numbers and tens - 34 + 40
2 two-digit numbers - 34 + 23
23. Using a Number LineUsing a Number Line
48 + 36 = 84
48 58 68 78 79 80 81 82 83 84
+10 +10 +10
+1 +1+1+1+1+1
Tens and ones can then be done in one jump or by bridging to
the next ten.
24. Addition – Year 2Addition – Year 2
Children will begin to use informal pencil and
paper methods (jottings) to support, record and
explain partial mental methods building on
existing mental strategies.
Partitioning – tens and ones
35 + 52 = ?
(t) 30 + 50 = 80
(o) 5 + 2 = 7
(r) 80 + 7 = 87
25. Addition – Year 2Addition – Year 2
Estimating calculations:
49 + 52 = ?
What estimation could I make here?
“I know that 49 and 52 are both close to
50 so the answer should be somewhere
near 100.”
26. Your Turn!Your Turn!
Think about the methods we’ve just
shown you. Use some of them to
complete these calculations.
53 + 24 =
37 + 56 =
27. Subtraction – Year 2Subtraction – Year 2
Partitioning:
This is trickier to show children when subtracting as
there will be some situations where the children
need to take away too many ones.
77 – 42 =
(t) 70 – 40 = 30
(o) 7 – 2 = 5
(r) 30 + 5 = 35
If there are more ones in
the second number then
you only partition that
number (or use a number
line!)
77– 49 =
(t) 77 – 40 = 37
(o) 37 – 9 = 28
Because we have separated
the tens and ones we must
recombine them by ADDING!
28. Missing NumbersMissing Numbers
We teach the children to use the inverse
(opposite) of the given calculation
Addition/subtraction
Multiplication/division
15 + = 26
We would either:
Find the difference between 15 and 26 by
counting up
Work out what 26 – 15 was
29. Your Turn!Your Turn!
Use the inverse to solve these calculations.
- 23 = 12
14 + = 35
5 x = 25
÷ 7 = 10
31. Using bead strings to show ‘lots of’ or
‘groups of’:
3 x 5 = 15
Multiplication and DivisionMultiplication and Division
Year 1Year 1
We use lots of different words to show
multiplication – it’s important to not just call
them the ‘Times Tables’.
32. Using ArraysUsing Arrays
An array can be used to help solve multiplication or
division calculations.
3 x 5 = 15
15 ÷ 5 = 3
5 x 3 = 15
15 ÷ 3 = 5
We often do
this using
edible objects!
33. Repeated AdditionRepeated Addition
3 times 5 is 5 + 5 + 5 = 15 or
3 lots of 5 or 3 x 5 = 15
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
+5 +5 +5
+5 +5 +5
34. Repeated SubtractionRepeated Subtraction
Repeated subtraction to divide using an empty
number line:
24 ÷ 4 = 6
We also use multiplication and counting in
‘lots of’:
30 ÷ 5 = ? How many 5’s are in 30?
0 4 8 12 16 20 24
-4 -4 -4 -4 -4 -4
35. CommutativityCommutativity
Children should know that 3 x 5 has the same
answer as 5 x 3. This can also be shown on the
number line.
We also learn that division is NOT commutative!
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
+5 +5 +5
+3 +3 +3 +3 +3
36. Which multiplication and division calculations
does this array show? Can you show the
repeated addition for it? Can you show the
commutativity on a blank number line?
Your Turn!Your Turn!
37. Using and ApplyingUsing and Applying
After they have learnt a calculation skill,
we give the children opportunities to
use and apply their knowledge.
This is a great chance to get the
children to talk about the strategies they
are using and check that they are
applying the most appropriate strategy
– although as long as it works for them
it can be any strategy!
38. Word ProblemsWord Problems
A word problem gives the children a
question.
They have to look at the words and
numbers used in the word problem to
decide which calculation they need to
write.
We would also encourage them to use
pictorial representations to find the
answers.
39. One-Step Problems
There are 5 lily pads in the pond. They each
have 3 frogs on. How many frogs are there
altogether?
5 x 3 = 15
40. Two Step Problems
Matt has 25 bags of plain crisps and 31
packets of flavoured crisps. There are 52
children in the class and they have one packet
each. How many packets are left?
• What are the steps needed to solve this
problem?
• What calculations will you need to write?
• What methods would you use to solve these
problems?
• Would a pictorial representation be the best
method?
41. Problem SolvingProblem Solving
Solving a problem is more open-ended.
There’s usually more than one answer.
Problem solving helps children to:
Think
Apply
Communicate
Reason
42. Problem SolvingProblem Solving
There are a few problems on each
table.
Have a go at finding as many solutions
as you can with your group.
Feel free to move around to the other
tables to look at theirs!
43. Helping Your Child At Home
Don’t!
• Push a skill, especially if a child is becoming confused or is feeling
pressured. It always pays to talk to the teacher if you feel your child is not
understanding something, rather than confuse them further by teaching
them in a different way.
• Force workbooks on your child. They will do plenty of writing in
their maths books at school. At home, you have the opportunity to help
them memorise their number facts and perform mathematical calculations
in their heads.
• Stress written sums laid out as you used to do them! Nowadays
it is the development of what we call ‘numerical fluency’ that counts.
Children need to be comfortable with numbers, to understand how they
work and to be confident in doing mental calculations.
• Just give them bigger numbers to work with.
Consider the ways that you could challenge them
to deepen their understanding of that concept.
44. Helping Your Child At Home
Do!
• ‘Little and often’! Counting sultanas as you eat them or stairs when
going up to a first floor flat is a much better way of rehearsing counting
than sitting over a workbook.
• Give LOTS of praise. Resist the temptation to say, ‘but’ or to point
out mistakes every time. Children need encouragement and positive
reinforcement to be confident, and a confident child makes a better
learner.
• Play games! Dice, dominoes, track games and cards all make
excellent
excuses for using and applying our number skills. And at the same time
your child is learning the important skills of losing with grace and
winning with style!
• Remember that your focussed attention is a far more
important and pleasurable commodity for any child than
any amount of TV or video game activity. Every child
wants to be doing things one-on-one with someone they
love and trust.