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The New Curriculum September 2014

The New Curriculum September 2014. 7 Domains Milestones at Years 2, 4 and 6. Multiplication and Division Year 3. Multiplication and Division Year 4 milestone. Fixed and Malleable Mindsets. Fixed. Malleable. We are likely to choose tasks with more risk or challenge

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The New Curriculum September 2014

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  1. The New CurriculumSeptember 2014

  2. 7 DomainsMilestones at Years 2, 4 and 6

  3. Multiplication and DivisionYear 3

  4. Multiplication and DivisionYear 4 milestone

  5. Fixed and MalleableMindsets Fixed Malleable We are likely to choose tasks with more risk or challenge We believe failure implies inadequacy only at a specific point in time In spite of set backs we know challenge and failure nurtures learning • We choose tasks in which we can achieve near flawless performance • We believe failure will undermine our permanent intelligence • We can feel vulnerable

  6. Legitimate Misunderstandings and Barriers in Mathematics Irrelevant associations entering working memory Counting involves encoding number words phonetically Ambiguity of symbols Lack of spatial discrimination Sequencing Specific difficulties • Reading instructions can be a cognitive strain • Complex language and subtlety of prepositions – sharing into/between/among • Poor long term and working memory • Anxiety

  7. Developing mathematical thinking • Pupil interaction and distributed cognition are important aspects of pupil learning. Value what and how your child learns and achieves with others. • Three modes of representation: 1 enactive: real objects* 2 iconic: drawings and pictures* • symbolic: abstract symbols Pupils need to see mathematics as a process that they can be actively involved inrather than a body of knowledge that ‘belongs’ to someone else. Learning takes place as pupils relate new problems to those they have already experienced in some sensory, visual, tactile or aural manner (Anghileri, 1995).

  8. Now your turn! • Joined up thinking • Bingo/Digit Boards • Card and Dice Games: invent your level of difficulty. How will you record your scores? • Practical beads, cubes, number lines and number squares • Cracking Codes

  9. Joined Up Thinking You will need a white board/large piece of paper • In the centre, write a known fact, eg 3x4 • Write down as many facts as you can which you can derive from that fact • Here’s an example: • 3 x 40 = 120 3x4 is half of 6x4 (24) • 30 x 4 = 120 30 x 40 = 1200 3 x 4 = 12 0.3 x 4 = 1.2 3 x 0.4 = 1.2 1 more group of 4 = 4 x 4…4x4 = 16 16 is a square number Explore together!

  10. Digit Board • Use the template attached and some counters. Ask a range of questions, easy to hard, such as: • Cover a number in the 2 x table, (eg 2, 28, 8, 84, 2, 92) • Find a number in the nine times table (eg 9, 90, 27, 99) • Find a multiple of 3 (eg 6, 24, 99) • Cover a square number (eg 16, 4) • Find a number that is 2 more than 6 squared (38) • What is 1 less than 6 x 10 (59) • Find a number that divides into 15 (3, 5) • Find a number that divides into 12 (1,2,3,4, 6) 12 is a factor as well, but not on board. This is just a start! Cover the answer with a counter/counters. The answers an go vertically, horizontally, diagonally.

  11. Digit Board

  12. Cards and Dice • Play a simple card game, such as Pontoon, or 21…great for adding up! • Make up a really simple game for two or more players using the dice and playing cards, eg: • Easy: roll a die, pick up a card and multiply the two numbers together. Keep a running total. Person with largest/smallest score wins. • Variation 1: roll two dice, add the numbers together and multiply by the face value on the card. • Variation 2: as above and change value of the picture cards • Variation 3: certain cards, eg aces mean you double your score/go back to zero • And so on! Encourage your child to come up with their own variations and scoring methods.

  13. Making multiplication ‘real-life’ Use as many opportunities as you can to apply multiplication and division facts in real life problems and situations!

  14. The Year 3 Times Table Challenge CardVery Important Note: the children are working at their own level and will be given lots of support and encouragement to progress. The times table card will be carried with your child up to Year 4.

  15. The ChallengesEach times table has 3 challenges to work through. Here is an example of three tests in the 2 x table:

  16. Thank you! Thank you very much to everyone who came to our Year 3 coffee morning. Your input and evaluations were really useful and will enable us to plan future sessions. Thank you, Miss Coupe

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