Maths and Numeracy Parent Workshop Linlithgow Primary School September 2016
Aims of session
• To share the importance of developing strong ‘number sense’ • To share learning and teaching strategies for addition and subtraction • To provide an overview of addition and subtraction progression across Linlithgow Primary School • To look at ways you can support your child at home
MENTAL AGILITY – IS IT ABOUT QUICK RECALL?
OR IS IT ABOUT FLEXIBLE AND EFFICIENT STRATEGIES? HOW MIGHT YOU SOLVE THIS SUBTRACTION CALCULATION ?
63-48
CURRICULUM FOR EXCELLENCE – EXPECTATIONS FOR NUMERACY AND MATHS From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. Mathematics: Principles and Practice
MATHS AND NUMERACY Mathematics is important in our everyday life. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions. Numeracy across learning provides essential analytic, problem solving and decision making skills across the curriculum. The numeracy across learning experiences and outcomes are a subset of those found in the mathematics curriculum area.
BRUNER’S CONCRETE- VISUALABSTRACT THEORY
8+7
HOW YOU CAN HELP AT HOME 1) ALWAYS ENCOURAGE Try not to tell them that things are just ‘wrong’ Ask them to explain their thinking about how they got their answer. Draw a picture to check their work. E.g. 3 x4 = 7 - “Ok, I see what you did there, this sign (x) means groups of, let’s draw a picture to see what that looks like.”
2) BE WARY OF SHARING YOUR OWN NEGATIVE ATTITUDE OF MATHS Researchers found that as soon as mothers shared that idea with their daughters, their daughter’s achievement went down (Eccles & Jacobs, 1986)
I CAN’T DO IT…YET – GROWTH MINDSET
Perhaps most important of all, encourage a growth mindset, i.e. the idea that ability and smartness change as you work more and learn more.
The opposite to this is a fixed mindset, where the idea is that ability is fixed and you can either do maths or you can’t. When children have a growth mindset, they do well with challenges and do better in school overall (Dweck, 2006)
3) ENCOURAGE NUMBER SENSE Encourage
number sense.
What
separates high and low achievers in primary school is number sense, i.e. having an idea of the size of numbers and being able to separate and put numbers together flexibly (Gray & Tall, 1994).
The
flexibility to work with numbers in this way is what is called number sense and it is very important!
Question: What is half of 8?
Making sense of maths involves: DOING MATHEMATICS Engaging in mathematical activity, developing processes, procedures and a sense of the subject.
KNOWING MATHEMATICS Developing mathematical knowledge and understanding
Pratt,N ( 2006)
USING MATHEMATICS Seeing the potential of Maths in the real world and within itself and making use of it in this way.
Importance of understanding number and developing number sense. • https://www.youtube.com/watch?v=RE9--5WrocY • https://www.youtube.com/watch?v=6wbgzdaiHaQ
National Numeracy Progression Framework
http://www.educationscotland.gov.uk/Images/NNPF_stage4_tcm4-871375.pdf
Overview of Handout Progression
Strategies
Using addition and subtraction strategies at Linlithgow Primary School
Question: What is the difference between 9 and 4?
How Do Children Learn Addition and Subtraction at Linlithgow Primary School? • Group, pair and individual work • Games, practical activities, problem solving, ICT and written work • Allow children to revisit, review and re-invent • Discussion, questions, extending thinking, investigation, new meanings • Assess learning using a range of methods • Making connections – To other maths learning – To learning across the curriculum – To life
Learning about number sequence and that numbers represent an amount
Strive for Excellence!
Demonstrating knowledge of what I already know
Demonstrating individual knowledge
Individual assessment
Recording learning
Challenging Understanding • A range of answers ( How can we work out 5 + 19? ) • Agree or disagree ( addition using 3 always gives an odd total) • Right and wrong ( why is this calculation right and this one wrong? ( 0.8 + 0.5 = 1.3 0.08 x 0.5 = 1.3 )? • Starting from the end (The answer is 244. What is the question? • True or false – why? (365 + 196 = 363 + 200)
Strategies for learning addition • Counting on – number after • Number bonds – stories up to and including 10 knowing all the facts that make 2, 3, 4…….10 e.g. stories of 8 0+8 1+7 2+6 3+5 4+4 5+3 6+2 7+1 8+0 • Using known facts to work out other facts if 2 + 3 = 5 then 2 + 13 = 15
• Adding pairs of 2 digit numbers, several numbers • Adding 2 digit numbers and 3 digit numbers etc. Strive for Excellence!
Strategies for learning addition 423 + 152 = ?
423 + 152
400 + 100 = 500 20 + 50 = 70 3+2=5 500 + 70 + 5 = 575 3 add 2 is 5. 2 tens add 5 tens is 7 tens. 4 hundred add 1 hundred is 5 hundred. Answer: 575
Addition – bridging 10 637 + 296 = ?
637 + 296
7 add 6 = 13 so put the 3 in the units column and carry 1 ten. 9 tens and 3 tens = 12 tens add on the 1 ten carried forward = 13 tens. Put the 3 in the tens column and carry the 1 hundred. 6 hundred add 2 hundred = 8 hundred add on the 1 hundred carried forward = 9 hundred. Answer = 933
Strategies for learning subtraction 579 – 453 = ?
500 – 400 = 100 70 – 50 = 20 9–3=6 100 + 20 + 6 = 126
Strive for Excellence!
Strategies for learning subtraction 587 – 429 = ?
587 - 429
7 subtract 9 you can’t do. So we need to exchange 1 ten for ten units. Now we have 17 subtract 9 = 8. 7 tens subtract 2 tens = 5 tens 5 hundred subtract 4 hundred = 1 hundred Answer: 158
https://www.youtube.com/watch?v=sVbSJWO8ExI
DEVELOPING NUMBER SKILLS FOR LIFE Playing Games – anything with a dice! Dominos Playing card games
Helping around the house Baking, cooking, sorting washing, writing shopping list
Developing a sense of time Share a clock and a calendar in the house Checking bus timetables/TV listings/cinema times
I would like to know more…. Ask your child’s teacher or a member of the management team. Maths for Mums and Dads – Rob Eastaway & Mike Askew Family maths toolkit http://www.familymathstoolkit.org.uk Khan Academy www.khanacademy.org Education Scotland’s Parent Support Website http://www.educationscotland.gov.uk/parentzone
Parent Numeracy Drop-in Session We hope that you have found this session useful. Please take the opportunity to speak to staff about any questions you have regarding addition and subtraction. Please complete an evaluation form to let us know how useful it has been and any further information you would like.
Many thanks for taking the time to come along.