A pdf of our recent Maths talk time held at St Albans School 14th August 2013. This is a compilation of the work of Rachel Kelly, Lead Teacher in maths at St Albans, a powerpoint 'To be numerate' from nzmaths.co.nz and some of my own ideas.
Claire Howison

Attribution Non-Commercial (BY-NC)

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A pdf of our recent Maths talk time held at St Albans School 14th August 2013. This is a compilation of the work of Rachel Kelly, Lead Teacher in maths at St Albans, a powerpoint 'To be numerate' from nzmaths.co.nz and some of my own ideas.
Claire Howison

Attribution Non-Commercial (BY-NC)

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Wednesday, 14 August 13

Warm Up

How many cabbages in this garden?

Wednesday, 14 August 13

Warm up

Discuss with your neighbour how you

solved this problem?

Wednesday, 14 August 13

to be numerate is to have the ability and inclination to use mathematics effectively at home, at work and in the community

Published in Curriculum Update 45:

Wednesday, 14 August 13

is about developing children's understanding of numbers and their ability to use numbers to solve problems. involves children solving number problems by counting, adding, subtracting, multiplying, dividing or combinations of these. encourages children to learn a range of different ways to solve problems and to choose the most appropriate one for each problem. often uses methods that involve mental strategies, or working things out in your head, rather than written methods. encourages children to talk about what they are doing, compare strategies with others and choose the best way to solve a problem.

Wednesday, 14 August 13

Imaging - the bridge between concrete and abstract look but not touch hide materials visualise materials If children are having trouble imaging, the teacher provides the materials again Children need to be secure in using imaging before they enter the using number properties phase. Using Materials Materials this has been common in Junior rooms and now used throughout all levels materials support new ideas might include; counters, beads, number fans, ten frames, lolly sticks, money, number line, cookies...

Imaging Materials

Number Properties it is expected they will connect to number properties without the use of imaging what do students notice about the numbers they are working with. For example when asked how he would work out 65 + 6 a 6year old student replied, very quickly, 71. When asked for his strategy he said, I know 6 and 5 equals 11 so it must be 71. Not the expected response of add 5 then 1. If students have difculty the teacher can decide to re-introduce the imaging phase or even the materials phase again. It can be difcult to move students from simple to more complex strategies

Wednesday, 14 August 13

Assess Group

- where each child is at through oral interviewing and questioning according to a childs strategy stage using the New Zealand Number Framework useful tool - I CAN Sheets/ GLoSS children to self assess (reflect) know and own their next learning steps.

Encourage

Wednesday, 14 August 13

Strategy is thinking. Knowledge is those things that a student can instantly recall in order to think. Knowledge must be instant! If the question is 6 and what makes 10 the child must answer 4 without the use of any strategy- an immediate response. Knowledge needs to be instant in order for the child to able to apply it condently when using a strategy.

Example - How could you work out 43 + 23? Using a strategy the child may say 40 + 20 = 60 3 + 3 = 6 so 66 The knowledge the child knew was the double 3 + 3 and adding tens 40 + 60

Wednesday, 14 August 13

Year NE NE/Yr1 Yr1 Yr1 Y2

Wednesday, 14 August 13

EOY Stage 0 1 2 3 4

Mathematical behaviour

Unable to consistently count a number of objects because of lack of knowledge of number sequence, or one to one correspondence. Can count a set of objects to form a set but cannot solve problems involving joining or separating sets. Can count a set of objects to solve simple addition and subtraction problems. Solves these by counting all the objects. Can visualise set of objects to add or subtract. Still solves problems by counting all objects but by imaging. Counts on or back to solve simple additions and subtractions. Eg 5 + 2, starts at 5 rather than counting all.

Addition and

subtraction facts to ve, e.g., 2+1, 3+2, 4-2 Doubles to 10

+ and - facts to 10 doubles and halves to 20 ten and facts 10 + 4 bonds to 10 bonds to 100

Year Y3-4 Y5-6

EOY Stage

Mathematical behaviour

Can add and subtract using a limited amount of strategies. Makes use of getting the answer from known facts, and estimating.

+ facts to 20 - facts 10 2x, 5x and 10x 100 bonds to 1000 e.g., 400+600

5 6

Can estimate answers and solve addition and subtraction tasks involving + and - facts to 20 whole numbers mentally using a x facts up to 10 x 10 number of strategies. Also uses some corresponding division facts combination of known facts and limited x basic facts with 10s, 100s and mental strategies for solving 1000s e.g., 10 x 100 = 1000 multiplication and division tasks. Choose from a broad base of strategies to solve and solve multiplication and division problems. These involve portioning of one or more of the factors (rounding, compensating, reversibility).

1/2, 1/3, 1/4, 1/5 and 1/10 divisibility rules for 2,3,5,9 and 10 squares and corresponding roots factors and common multiples to 100

Y7-8

Yr8+

Wednesday, 14 August 13

Estimate and solve multiplication, division of decimals and fractions through mental strategies. Recognising fraction to decimal conversions the effect of number size on the answer divisibility rules and converting decimals to fractions common factors when appropriate. Have strongly least common multiples to 10 developed number sense and algebraic thinking.

Early strategies

Patterns to 5 e.g. 3 + 2 1+?=5 7 + ? = 10 Patterns to 10 e.g. 7 + 3

43 + 35 =!! is! ! (40 + 30 ) + ( 3 + 5)! so! ! 70 + 8

Wednesday, 14 August 13

Advanced strategies

Compensation

compensation using doubles e.g 7 + 8 =! 7 + 7 = 14, so 7 + 7 + 1 = 15! ! ! ! compensation using rounding e.g. 39 + 26 =! ! 40 + 25 = 65!

8 + 6 = (8 + 2) + 4 75 + 8

Change unknown

25 + ____ = 32 25 + 5 = 30 + 2 =7

63 - 29 =!! as! ! 63 - 30 + 1 =!! compensation using rounding

Reversibility

53 - 26 =!! as! ! 26 + = 53

Wednesday, 14 August 13

Emergent - NE/Y1

Can you get me 7 counters from the pile please?

1,2,3,5,8.. .?

The child can not consistently count a collection of objects.

Movie Clip

Wednesday, 14 August 13

Can you get me 7 counters from the pile please?

The child can count a set of objects up to ten but cant join and separate sets like 4 + 3 =

Wednesday, 14 August 13

There are 4 counters and another 3 counters. How many are there altogether?

The child solves the problem by using their fingers or other materials and counts from one.

Wednesday, 14 August 13

There are 4 counters and another 3 counters. How many are there altogether?

Counts in head

1,2,3,4,5,6,7,8

The child counts all the objects from one by imaging visual patterns of the objects in their mind.

Wednesday, 14 August 13

There are 9 counters under there and another 4 counters under there. How many are there altogether?

Counts on

Wednesday, 14 August 13

An illustration...

Advanced Counting - level 1 (After 2 years at school) Marlene is planning a big party for 34 friends. Everyone needs a can of drink at the party, but she only has 21 cans in her cupboard. How many cans will she have to buy? 21 + ____ = 34

Wednesday, 14 August 13

An illustration...

Advanced Counting - level 1 (After 2 years at school) Marlene is planning a big party for 34 friends. Everyone needs a can of drink at the party, but she only has 21 cans in her cupboard. How many cans will she have to buy? 21 + ____ = 34 At the level children would be prompted to use their knowledge of ones and tens. So 1 + ? = 4 and 20 + ? = 30 1+3=4 20 + 10 = 30 so = 13

Wednesday, 14 August 13

There are 9 counters under there and another 6 counters under there. How many are there altogether?

I know that If I take one off the 6 and put it on the 9 it =10. 10 + 5 = 15

The child uses simple strategies to solve addition and subtraction problems mentally

Wednesday, 14 August 13

An illustration...

Early Additive - level 2 (After 3 years at school) Peter has 38 oranges and then he gains 7 more. How many does he now have?

Wednesday, 14 August 13

An illustration...

Early Additive - level 2 (After 3 years at school) Peter has 38 oranges and then he gains 7 more. How many does he now have?

The children could count on for this problem - however you would prompt them to use a more efficient strategy. They would therefore be taught that removing 2 from the 7 and adding it to 38 will make 40. There is 5 left so the answer is 45.

Wednesday, 14 August 13

Advanced Part-Whole Y6

63 people are on the bus and 39 people get off the bus. How many people are left on the bus?

I think tidy numbers would be smartest. 63 40 = 23 23 + 1 = 24

The child can select from a wide range of strategies to solve various addition and subtraction problems mentally

Wednesday, 14 August 13

An illustration....

Advanced Additive - Early Multiplicative level 3 (By the end of Year 6)

John is interested in the history of his family. He sees from records that his great - grandma was born on 25th October 1879 and she dies on 13th December 1945. How old was she when she died?

Wednesday, 14 August 13

An illustration....

Advanced Additive - Early Multiplicative level 3 (By the end of Year 6)

John is interested in the history of his family. He sees from records that his great - grandma was born on 25th October 1879 and she dies on 13th December 1945. How old was she when she died? 1879 + ____ = 1945 From 1879 to 1900 is 21 and from 1900 to 1945 is 45

Wednesday, 14 August 13

Advanced Multiplicative Y7

There are 28 fruit trees in each aisle of the orchard. There are 6 aisles. How many trees are there altogether? Tidy Numbers would be a smart strategy. 30 x 6 = 180 180 (2 x 6) = 168

The child can select from a wide range of strategies to solve various multiplication and division problems mentally.

Wednesday, 14 August 13

Advanced Proportional Y8

You can make 9 mittens from 15 balls of wool. How many mittens can you make from 10 balls of wool? I can see that 9:15 are both multiples of 3. I can simplify by 3 and get a ratio of 3:5 ?:10 =6 The child can select from a wide range of strategies to solve challenging problems involving, decimals, fraction percentages and ratios.

Wednesday, 14 August 13

Number Strategies

29 people get off.

Subtraction

Wednesday, 14 August 13

Solution 53 29 =

How

What

Wednesday, 14 August 13

I use place value 53 20 = 33. Minus another 9. Split the 9 into 3 and 6. 33- 3 = 30 6 = 24 I use tidy numbers: 53 30 = 23 plus 1 = 24

53 29 =

I use an open number line!

+1 + 292 30 0 +20 50 +3 53

+1

I use balancing. 53 29 = 54 30 = 24

+1

Wednesday, 14 August 13

Number Strategies

There

Addition

are 47 children in the hall. 28 more children arrive. How many are in the school hall now?

Wednesday, 14 August 13

Solution 47 + 28 =

How did you work it out? What happened in your head?

Share your different strategies with the people around you.

problem?

Wednesday, 14 August 13

Four rows of ten is 40 and two rows of ten is 20, so 40 + 20 = 60 with 7 and 8 left ! double 7 = 14 plus 1 =15 so there are 75 children I use tidy numbers: 50 + 28 = 78 78 - 3 = 75.

47 + 28 =

I use an open number line!

+3 +20 47 +5 75

I think of 47 +28 7 plus 8 is 15, so thats 5 and carry one. 4 plus 2 is 6 plus one more ten is 7. so the answer is 75

Wednesday, 14 August 13

Number Strategies

Multiplication

There are 4 packets of biscuits with 24 cookies in each pack. How many cookies are there altogether?

Wednesday, 14 August 13

Solution 4 x 24 =

How

What

Wednesday, 14 August 13

I use tidy numbers: I know 4 x 25 = 100. 100-(1x4) = 96. I used place value 4 x 20 = 80. And 4 x 4 = 16. 80 + 16 = 96

I know 24 + 24 = 48. 48 + 48 = 96

4 x 24 =

I think of 24 X4 4 x 4 = 16. Put down the 6 and carry the 1. 4 x 2 = 80 + another ten = 90 90+6 = 96

Wednesday, 14 August 13

Number Strategies

You

Proportions

can make 21 glasses of lemonade from 28 lemons. How many glasses can you make from t welve lemons?

Wednesday, 14 August 13

How

What

Can

Wednesday, 14 August 13

I like to use a double numberline.

12 ? 28 lemons 21 lemonade

21:28

? :12

Wednesday, 14 August 13

Strand maths

level 1

Algebra and fractions teaching

The strands include: Geometry and measurement Statistics It is important at the lower levels to build in the knowledge of Number that the children will need to apply to the Strands later on in their learning.

level 2

level 3

level 4

Number

60-80%

60-80%

50-70%

40-50%

per term

Wednesday, 14 August 13

Developing

websites fun

practice

games

Wednesday, 14 August 13

Knowledge Building

Counting Numbers

(cars, shells on beach, pegs, run around the house, how many steps you walk, count backwards, start from different numbers)

(Letter boxes, say a number, use a numberline, use number cards, write a number down, ladder game, keyboard numbers, using dice)

Identifying Ordering

(Letter boxes, number plates, speed signs, how many km to go, number cards, combine numbers)

numbers

Wednesday, 14 August 13

Knowledge Building

Knowing Basic

(Using ten frames, using fingers, quinary sticks)

groups to ten

Ten frames

Recalling

Quinary Sticks

Wednesday, 14 August 13

Stumbling Blocks

Children that cant count backwards have

trouble subtracting 7= 5+2=4+3=6+1

Knowledge of numbers needs to be secure e.g, Place value knowledge needs to be strong By the end of Year 5 confidence in thinking in

groups (multiplicative thinking) generalising

Wednesday, 14 August 13

Salute Ready, set, go. 10.20 Number Hangman

Wednesday, 14 August 13

Handouts First

to support stages

http:/ /www.nzmaths.co.nz/links-other-

resources?parent_node=

e-ako

(on nzmaths.co.nz)

tutpup sumdog

Wednesday, 14 August 13

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