ST LUKE’SFAMILY MATHS NIGHT 2012
WHAT IS MATHEMATICS?   What Maths have you used today?(As a family discuss the maths that you have used today in 1 minute)
MATHS EVERYDAY Telling the time Checking the calendar Weighing ingredients Filling the car with petrol Counting money...
POSITIVE PARENTAL VIEW MULTIPLIES   PROBABILITY OF FURTHER MATHS STUDY   KIM ARLINGTON THE AGE                            ...
RATIONALE FROM AUSVELSLearning mathematics creates opportunities for and enriches the lives of all Australians. Mathemati...
THE AUSTRALIAN CURRICULUMMATHEMATICS AIMS TO ENSURE THAT STUDENTS: are confident, creative users and communicators of  ma...
A TYPICAL MATHS LESSON AT ST LUKE’STool Time Counting patterns, Open ended number problem GamesWhole Class Focus   Exp...
TOOL TIME      MAKE 10 Each     family shows the various ways to make and use the number
FUN FAMILY ROTATIONS Room   1 – Maths Box – Nicole and JoUse the equipment from your maths box to             “Show me th...
FAMILY GROUPSRoom 1 (28)    Room 2 (26)    Room 3 (26) Room 4 (26)Alderton 3     Felsbourg 4    Kilroe Smith 2 Sewak 3Andr...
REFLECTIONS, FEEDBACK AND QUESTIONS         WWW-What   worked well?Share with the family next to you, some new   ideas tha...
THINK OF A NUMBER……! Double it… Add 6 Divide by 2 Take away your 1st number Is the answer….
HIGHLIGHT THE MATHS IN YOUR LIFE EVERYDAY
MATHS IS REALLY COOLhttp://youtu.be/aa8U0nL-KXg
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Family maths night

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  • Think of a number (and don't forget it). Double it. Add six. Divide your answer by two. Now take away the number you first thought of. The number in your head is now... three!
  • Think of a number (and don't forget it). Double it. Add six. Divide your answer by two. Now take away the number you first thought of. The number in your head is now... three!
  • Family maths night

    1. 1. ST LUKE’SFAMILY MATHS NIGHT 2012
    2. 2. WHAT IS MATHEMATICS? What Maths have you used today?(As a family discuss the maths that you have used today in 1 minute)
    3. 3. MATHS EVERYDAY Telling the time Checking the calendar Weighing ingredients Filling the car with petrol Counting money Weighing groceries Reading a roadmap Measuring height Setting the table Playing cards
    4. 4. POSITIVE PARENTAL VIEW MULTIPLIES PROBABILITY OF FURTHER MATHS STUDY KIM ARLINGTON THE AGE APRIL 23, 2012WHEN it comes to keeping students interested in maths, theattitudes of their parents are a key part of the equation.Investigating factors that predicted whether students would switch on or off tomaths, University of Sydney researchers found that mothers and fathers influencedtheir children - but in different ways.The fathers interest in maths played a larger role in predicting whether studentswould continue in mathematics further down the track.’’‘‘When a mother was perceived to be really interested in maths, the child was moreinterested.While teachers, the classroom climate and students, influenced engagement in themiddle years of school, parents interest in maths and in helping their children withthe subject had a major impact.Professor Bobis said when parents took an interest it indicated to children that theyvalue the subject, that they see it as important for their future.(Survey-1600 students in years 6 to 8 at 44 Australian schools)Read more: http://www.smh.com.au/national/education/positive-parental-view-multiplies-probability-of-further-maths-study-20120422-1xf3h.html#ixzz1tVO1Q1FC
    5. 5. RATIONALE FROM AUSVELSLearning mathematics creates opportunities for and enriches the lives of all Australians. Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra Measurement and Geometry Statistics and Probability Itdevelops the numeracy capabilities that all students need in their personal, work and civic life.
    6. 6. THE AUSTRALIAN CURRICULUMMATHEMATICS AIMS TO ENSURE THAT STUDENTS: are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.
    7. 7. A TYPICAL MATHS LESSON AT ST LUKE’STool Time Counting patterns, Open ended number problem GamesWhole Class Focus Explicit skills, related vocabularyActivity Partner or individual task related to skills taught Teacher focus groupWhole Class Reflect and feedback on our learning
    8. 8. TOOL TIME MAKE 10 Each family shows the various ways to make and use the number
    9. 9. FUN FAMILY ROTATIONS Room 1 – Maths Box – Nicole and JoUse the equipment from your maths box to “Show me the Maths!” Room 2 – Geometry-Space/Shape – Marg and Chris Room 3 – Measurement/Number – Julie and Michael Room 4 – ICT/Statistics/Probability– Michelle and Marie Includes Myclasses pages, IWB
    10. 10. FAMILY GROUPSRoom 1 (28) Room 2 (26) Room 3 (26) Room 4 (26)Alderton 3 Felsbourg 4 Kilroe Smith 2 Sewak 3Andreotti 4 Flinn 4 Labatlus 3 Smith 3Barnard 4 Gee 5 Marks 3 Stefanec 3Brotherton 3 Hamilton3 Mazar 1 Stone 2Chan 4 Hawks 2 Mccarthy 4 Sullivan 3Cole 4 Huggins 4 Moss 3 Uhlenbruch 2Davison1 Hunter 2 Nolan 4 Vanderheide 2DeKlerk 2 Bonaccorsi 2 Papangelis 4 Vastianos 4O’Connell 3 Wilkinson 2 Robinson 4
    11. 11. REFLECTIONS, FEEDBACK AND QUESTIONS WWW-What worked well?Share with the family next to you, some new ideas that you can take home tonight.
    12. 12. THINK OF A NUMBER……! Double it… Add 6 Divide by 2 Take away your 1st number Is the answer….
    13. 13. HIGHLIGHT THE MATHS IN YOUR LIFE EVERYDAY
    14. 14. MATHS IS REALLY COOLhttp://youtu.be/aa8U0nL-KXg

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