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Parents Workshop - Maths

Parents Workshop - Maths. Julia Scott Teaching and Learning Adviser (Maths). Aims. An opportunity to explore… Mathematics today (how it has changed) How the four operations (+ - x ÷) are taught, trying out examples! …so that you feel more empowered to support your child at home.

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Parents Workshop - Maths

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  1. Parents Workshop - Maths Julia Scott Teaching and Learning Adviser (Maths)

  2. Aims An opportunity to explore… • Mathematics today (how it has changed) • How the four operations (+ - x ÷) are taught, trying out examples! • …so that you feel more empowered to support your child at home.

  3. Why bother with the ‘new methods’? “Too often pupils are expected to remember methods, rules and facts without grasping the underpinning concepts, making connections with earlier learning and making sense of the mathematics so that they can use it independently” Ofsted – Understanding the score report 2008

  4. ‘Numeracy is a life skill. Being numerate goes beyond simply 'doing sums'; it means having the confidence and competence to use numbers and think mathematically in everyday life…’ National Numeracy, 2012

  5. Addition and Subtraction Subtraction is ‘take away’ and ‘finding the difference’. Mental or ‘Pencil and paper’ 152 + 148 300 – 148 4,997 + 5,003 4,002 – 3,999

  6. + 5 +3 10 +2 12 7 0 Bridging through multiples of 10

  7. +10 +8 +10 +7 +1 43 53 60 61 • Using a numberline (actual or imagined) • 43 + 18 = 61

  8. Partitioning Partitioning :eg 34 + 35 = (30 + 4) + (30 + 5) (30 + 30) = 60 (4 + 5) = 9 Recombining means we combine the tens and units totals to get the answer 69

  9. Expanded form adding units first • 36 + 19 36 +19 • 15 (6 + 9) • 40 (30 + 10) • 55 • This aids understanding of the value of the digits before ‘carrying’ is introduced. Expanded form

  10. Addition through partitioning or the expanded method Have a go! Challenge 1 62 + 35 = 34 + 52 = 57 + 27 = Challenge 2 548 + 79 = 369 + 251 = 842 + 178 = Challenge 3 1202 + 45 + 367 = 89 + 302 + 33 = 7.8 + 12.3 + 34 =

  11. Compacted leading to

  12. Models for subtraction Issue: Number line helps to stop ‘counting all’. - 5 5 2 10 -3 -2 7 10 Issue: Useful when two numbers are ‘close together’, use of number bonds and place value can help. Also: Knowledge of place value and number bonds can support more efficient calculating 0 12 7 0 12 5 Counting back on a number line Finding the difference on a number line 12

  13. Subtraction by partitioning 452 -289 The children would learn to partition out, in to • 50 2 • 80 9 Then we can re distribute the numbers 400 40 12 200 80 9 We need to take it further 300 140 12 200 80 9

  14. Subtraction using a number line or partitioning Have a go! Challenge 1 68 – 32 = 109 – 97 = 137 – 65 = Challenge 2 137 – 65 = 309 – 198 = 438 – 296 = Challenge 3 2006 - 289 = 15.05 – 14.84 = 8.6 – 3.75 =

  15. Multiplication multiplied by groups of Product lots of times LONG MULTIPLICATION

  16. Multiplication as repeated addition 3 x 4 = four group of 3 3 + 3 + 3 + 3 +3 +3 +3 +3 12 0 3 6 9

  17. Multiplying by 10 When you multiply by 10….. …. The rule is… H T U 7 7 X 10 7 7 0 H T U . t h 7 7 . 7 X 10 7 7 7

  18. Multiplying by Partitioning

  19. GRID METHOD – Building on from arrays: 6 X 14 =

  20. ‘Long multiplication’ using the grid method 32 x 24 8 120 40 600 768 Answer =

  21. division divide share into groups of quarter halve Short Division Long Division

  22. Sharing and grouping I have 14 sweets and share them equally between by 7 friends, how many sweets does each child get? I need to put 2 sweets in each party bag. How many party bags can I fill with 14 sweets? How many sevens are there in six hundred and thirty? KS2 2008 Mental test level 4

  23. Division as repeated subtraction 21 ÷ 7 = 21 divided into groups of 7 = 3 groups

  24. Division by chunking 293  7 Without working this out, can you give a rough estimate of what you think the answer might be? What are the strategies you are using?

  25. 41 r 6 What do we know? 1 x 7 = 7 2 x 7 = 14 10 x 7 = 70 20 x 7 = 140 293  7 = ______ 293 - 70 (10 x 7) 223 - 70 (10 x 7) 153 - 70 (10 x 7) 83 - 70 (10 x 7) 13 - 7 (1 x 7) 6 293  7 = 41 r 6 293 -280 (40 x 7) 13 - 7 (1 x 7) 6

  26. Division by chunking 835 ÷ 4 = 208 r 3 835 ÷ 4 = _____ 1 x 4 = 4 2 x 4 = 8 4 x 4 =16 8 x 4 = 32 10 x 4 = 40 100 x 4 = 400 200 x 4 = 800 • 835 • - 800 (200 x 4) • 35 • 32 (8 X 4) • 3

  27. Short Division Methods

  28. Long Division method

  29. The importance of learning the multiplications facts • New Curriculum states all children will know up to 12 X 12 by the end of year 4 • To learn fluently children need lots of practice at home • Learn as a full number sentence 12 X 12 = 144

  30. Mathematics is a life skill… • talk and listen about their work in mathematics • everyday situations…pencil and paper not needed e.g. when shopping, in the car or cooking • provide opportunities to: • tell the time • use money • weigh objects • read scales • practise times tables • ask questions • solve problems

  31. Maths Props • A clock in a prominent place • A traditional wall calendar • Board games with dice and spinners • Playing cards • Measuring jugs and scales • Nrich site • Woodlands school • BBC schools

  32. Visit stalls • One per year group • Have a go … children will demonstrate strategies • Please visit a stall that is the next year group up as you can see where your child is moving to

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