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Listening to you, working for you www.bexley.gov.uk
Supporting your child's
mathematics at home
Emma Blackman
Teaching and...
www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukLis...
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Parents Orchard Fluency

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Parents Orchard Fluency

  1. 1. Listening to you, working for you www.bexley.gov.uk Supporting your child's mathematics at home Emma Blackman Teaching and Learning Adviser “The only way to learn mathematics is to do mathematics” Orchard School January 2016
  2. 2. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk What maths have you already done today?
  3. 3. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk National curriculum Key messages There is greater emphasis on- • fluency with understanding • quick accurate recall • precision • problem solving • analysis • use of mathematical vocabulary to communicate, justify or prove • mental expectations are explicit • algebra is explicit in 6
  4. 4. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Curriculum 2014 - mathematics The national curriculum for mathematics aims to ensure that all pupils: • become fluent in the fundamentals of mathematics – mental and written • reason mathematically • can solve problems by applying their mathematics
  5. 5. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Standardise Tests  KS1  Arithmetic paper  Reasoning Paper  KS2  Arithmetic paper  Times Tables on line test (2017)  Reasoning paper x 2
  6. 6. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk What is fluency?  Not only about number  Not about practice, practice, practice of formal algorithms The government wishes to continue to emphasise fluency, but this should not be understood to mean “rote learning without understanding”.....conceptual understanding is clearly important and ..any emphasis on practice needs to be a part of achieving that understanding.  Stefano Pozzi , Mathematics in School , May 2013, p2
  7. 7. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk What is fluency in Mathematics? Fluency means that children can: Be Efficient Choose the most efficient strategy rather than getting bogged down with too many steps. Be Accurate That they know some things about number facts such as: two numbers that make 5; two numbers that make 8; two numbers that make 10. Be Flexible They know how to solve a problem and gradually realise that there are lots of ways to solve the same problem. So fluency in mathematics demands more of pupils than memorising a single procedure – they need to understand why they are doing what they are doing and know when it is appropriate to use different methods. (Russell 2000)
  8. 8. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Interrelationship 8 Conceptual knowledge Procedural fluency Children understanding and applying concepts flexibly in different contexts
  9. 9. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Times tables  Sally knows her facts up to 12 x 12  When asked what is 12 x 13 she looks blank.  Discuss:  Does she have fluency and understanding?  What can we do to help her?
  10. 10. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Array – model for multiplication 1 0 But multiplication is commutative and these images don’t convey th 3  4
  11. 11. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Mastering mathematical understanding  Findings from Ofsted 2011: • Practical, hands-on experiences of using, comparing and calculating with numbers and quantities … are of crucial importance in establishing the best mathematical start … • Understanding of place value, fluency in mental methods, and good recall of number facts … are considered by the schools to be essential precursors for learning traditional vertical algorithms (methods) Concrete-Pictorial-Abstract approach  Bruner, 1960  Reaches out to a variety of learners  Sequence is critical – every concept, within a lesson, within a unit.  Concrete allows discovery  Pictorial allows conceptual understanding  Abstract allows a shorter and more efficient way to represent numerical ideas using symbols.
  12. 12. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Resources used to underpin conceptual understanding
  13. 13. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Resources used to underpin conceptual understanding
  14. 14. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk What can you do at home?
  15. 15. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk  children’s awareness, understanding and use of the language of number. Number words and numerals
  16. 16. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk  children’s early awareness of quantity. In the Kitchen – younger children less more
  17. 17. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk In the kitchen  Involve your child when measuring and weighing  Become familiar with the weight of things  - 1oz – 28g (Bag of Crisps)  - 1kg (Bag of Sugar)  Become familiar with the volume / capacity of containers  Mug of tea  Can of drink  Identify the heaviest / lightest objects  Order objects
  18. 18. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk In the bath  Experiment with the sizes of containers by encouraging them to pour from one to another e.g. a small one to a large one or a large one to a small one.
  19. 19. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Walking to school  look at the environment around you and spot shapes e.g. windows, pavements. See how many squares, rectangles, round shapes and cylinders you can spot. Which did you see the most of? Choose a shape for the week e.g. a square. How many of these can your child spot on the way to school or setting? (You could include in the home as well).  Count the leaves, cracks in the pavements; Look at door numbers of your friends, relatives and where you live – what does it say? Can they spot their favourite number or their age number?
  20. 20. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk What’s the time?  Younger children  Talk about the passing of time – seasons, months of the year, days of the week as well as recurring significant events and celebrations within their lives. Look at the clock – analogue and make a point of showing them o’clock and significant times of the day e.g. ‘We are going to school at half past eight and this is what half past eight looks like’.
  21. 21. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Going Shopping – Younger Children  Buying one thing, e.g. 18p get your child to tell you how much change you will get from 20p.  Ask him/her how many tens and how many ones 18p is made up from.  After you have been shopping, choose different items costing less than £1. Make price labels for each one e.g: 48p, 79p. Then ask your child to do one or more of the following these:  Choose two items and find the total  Work out the change from £1  Add 9p to each price in their head  Say which price is an odd number and which is an even number  Place the labels in order, starting with the lowest  Identify the coins that they have to use to pay for each item (fewest)
  22. 22. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Going Shopping – Older Children  ‘2 for £2.30’  Buy one get one free  Three for two  Sale - work out what some items would cost with: 50% off; 25% off; 10% off or 5% off  Ask your child to explain how she worked it out.
  23. 23. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Other money activities  How much? Tip out the small change from a purse. Count it up with your child.  William has £1 he spends 40p. How much change does he receive? Link it to number bonds to 100. Spent 40p, 60p change.
  24. 24. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Units I II III IV V VI VII VIII IX Tens X XX XXX XL L LX LXX LXXX XC Hundreds C CC CCC CD D DC DCC DCCC CM Thousands M MM MMM ¯¯ IV ¯¯ V ¯¯ VI ¯¯ VII ¯¯ VIII ¯¯ IX Roman Numerals
  25. 25. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Fractions  Real life – Sharing  Know what the whole is  Find ½ of things  Find fraction of a quantity
  26. 26. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk What is the odd one out?
  27. 27. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk What is similar, what is different? Help them to compare: Size Colour Use Materials Parts Shape
  28. 28. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Using Mathematical Language  • Use number language, e.g. ‘one’, ‘two’, ‘three’, ‘lots’, ‘fewer’, ‘hundreds’, ‘how many?’ and ‘count’ in a variety of situations.  • Model and encourage use of mathematical language e.g. asking questions such as ‘How many saucepans will fit on the shelf?’  • As you read number stories or rhymes, ask e.g. ‘When one more frog jumps in, how many will there be in the pool altogether?’  • Encourage use of mathematical language, e.g. number names to ten: ‘Have you got enough to give me three?’  • Talk with children about the strategies they are using e.g. to work out a solution to a simple problem by using fingers or counting aloud
  29. 29. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Using Books
  30. 30. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk The Great Pet Sale  Draw out Maths from the book
  31. 31. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk The Great Pet Sale  If a rat with half the whiskers cost 1p. How much would a rat with all of his whiskers cost?  What is a half?  Show me 1p
  32. 32. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk The Great Pet Sale  Pick out a 2p  How could we make 3p?  How could we make 4p?  If I bought a terrapin and a tortoise how much would it cost?  How much change from 10p?
  33. 33. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Maths in Books  Socks
  34. 34. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Early Reasoning
  35. 35. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk
  36. 36. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Using Rhymes and Songs
  37. 37. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Five Little Freckled Frogs  Five little freckled frogs  Sat on a speckled log  Eating some most delicious grubs. Yum, Yum,  One jumped into the pool  Where it was nice and cool  Then there were four green speckled frogs.  Four little freckled frogs  Sat on a speckled log  Eating some most delicious grubs, Yum, Yum,  One jumped into the pool  Where it was nice and cool  Then there were three green speckled frogs.  Three little freckled frogs  Sat on a speckled log  Eating some most delicious grubs, Yum, Yum,  One jumped into the pool  Where it was nice and cool  Then there were two green speckled frogs.  Two little freckled frogs  Sat on a speckled log  Eating some most delicious grubs, Yum, Yum,  One jumped into the pool  Where it was nice and cool  Then there was one green speckled frogs.  One little freckled frog  Sat on a speckled log  Eating some most delicious grubs, Yum, Yum,  One jumped into the pool  Where it was nice and cool  Then there were four green speckled frogs.  Subtraction
  38. 38. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Inch worm  https://www.youtube.com/watch?v=W0lQ0bd cjfY&autoplay=1&app=desktop
  39. 39. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Maths song quiz  http://www.youtube.com/watch?v=cF9f_Y6k 2aw
  40. 40. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Times tables
  41. 41. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk
  42. 42. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk 641 224 506 162 729 385 138 371 783 482 197 750 473 945 830 248 524 966 618 719 547 860 679 891 284 336 112 557 398 463 975 459 634 823 916 258 3-digit numbers Years 3 and 4
  43. 43. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk 20 Multiples of 10 and 100
  44. 44. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Number patterns Here is a number chart. Every third number in the chart has a circle on it. The chart continues in the same way. Here is another row in the chart. Draw the missing circles. Will the number 1003 have a circle on it? Circle Yes or No. Yes / No Explain how you know
  45. 45. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Other ways • Emphasise numbers in real life e.g. telephone numbers, lottery numbers, bus… • Talk about maths in sport e.g. how many points do you need to go top? • Challenge with mental maths and tables • Look at number puzzles in magazines, TV • Encourage concentration on a problem, perseverance – especially when the first attempt is wrong
  46. 46. www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.ukListening to you, working for you www.bexley.gov.uk Other resources Mathdrill.com Math Worksheets Printable Google images http://mathszone.co.uk/shape/rotation-only/ http://mathszone.co.uk/

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