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Cippenham Infant School Maths Workshop Number and Calculations 15 th January 2014

Cippenham Infant School Maths Workshop Number and Calculations 15 th January 2014. Believe and Achieve Together. We all use Maths all day everyday! We look at the clock to tell the time before we get out of bed. We estimate how far it is to the floor!

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Cippenham Infant School Maths Workshop Number and Calculations 15 th January 2014

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  1. Cippenham Infant SchoolMaths Workshop Number and Calculations15th January 2014 Believe and Achieve Together

  2. We all use Maths all day everyday! • We look at the clock to tell the time before we get out of bed. • We estimate how far it is to the floor! • We know how many degrees to turn the tap so that we get enough water without getting soaked! • We measure the cornflakes in our bowl so they don't spill over! • We go to the shops, pay bills, pay for the bus…you get the picture! • Today we will focus on number and calculating and aim to show you how we develop your child’s mathematical knowledge at school and provide some ideas how you can best support them at home.

  3. Foundation Stage - How its Done!Early Year Outcomes. • A document called Early Years Outcomes is used to plan relevant activities and learning opportunities at age related expectations. • All pupils are aiming to meet the Early Learning Goal (ELG) • In FS maths there are 2 main areas of learning: Number and Shape Space and Measures

  4. What are the Early Learning Goals for Number? FS - Number Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

  5. Key Stage One - How its Done!The National Curriculum • The new National Curriculum is not statutory in mathematics until September 2015 • At Cippenham Infant School we use the current National Curriculum and School Targets to plan effectively for every child. • Nationally pupils are expected to achieve level 2b at the end of year two, although at Cippenham Infant School we always aim higher!

  6. 1. Using and applying • - Problem solving • - Communicating • - Reasoning • 2. Number (including Data handling) • - Numbers and the number system • - Calculations • - Solving numerical problems • - Processing, representing and interpreting data • 3. Shape, space and measures • - Understanding patterns and properties of shapes • - Understanding properties of position and movement • - Understanding measures The National Curriculum has 3 main areas of learning…

  7. Count up to 10 objects Read, write numbers to 10 Order numbers to 10 Understand addition as finding the total of two or more sets of objects Understand subtraction as ‘taking away’ objects from a set and finding how many are left Add and subtract numbers or objects to 10 Begin to know some addition facts Solve addition and subtraction problems involving up to 10 objects (practically) Record work with objects, pictures, diagrams Begin to use + and = KS1 – Number Level 1

  8. Count sets reliably (10’s, 2’s 5’s) Know place value of 2 digit numbers Recognise odd and even numbers Use the knowledge that subtraction is the inverse of addition Understand halving as a way of ‘undoing’ doubling and vice versa Use mental recall of addition facts to 10 Use mental calculation strategies to solve number problems including those involving money and measures Choose appropriate operation when solving addition and subtraction problems Solve number problems involving money and measures Record their work number sentences KS1 – Number Level 2 (c, b, a)

  9. Addition and Subtraction First, we begin with fun practical activities. You have 2 sweets. I give you 1 more. How many do you have altogether? You have 4 pencils. I take one away. How many pencils do you have left?

  10. Addition and Subtraction Then, we learn how to write it as a number sentence. 2 + 1 = 3 4 - 1 = 3

  11. Addition and subtraction Using a number track 8 + 5 = ? Put your finger on 8….jump on 5… What number did you land on? 15-7=? Put your finger on 15….jump back 7…. What number did you land on?

  12. Addition and subtraction Have a go! 8 + 7 = We always remind the children to count the jumps not the numbers!

  13. Addition Mental methods 15+3=18 “Put 15 in your head, count on 3. What number did you land on?” 19-6=13 “Put 19 in your head, count back 6. What number did you land on?” The teachers like to call it ‘Grab and Chin It!’

  14. Addition Have a go! 18+6=? ‘Grab and Chin It!’

  15. Addition and Subtraction Using a hundred square Once there is understanding of the value of Tens and Units we use the 100 Square to work out the answer. 15+12=? “Put you finger on 15. Add 10 by jumping down one row, then add 2 by jumping along 2. What number did you land on?” 27-14=? “Put your finger on 27. Take away 10 by jumping up one row, then take away 4 by jumping back 4. What number did you land on?

  16. Addition and subtraction Mental methods and number sentences Once there is understanding of the value of Tens and Units then we use this method but remember we always keep the first number whole! 15+12= 37-26 15+10=25 37-20=17 25+2=27 17+6=11 The children use Dennes blocks to support their understanding. Also, until they are confident at counting on and back in Tens and Units in their head they can use a 100 square to check their answers. 10 1

  17. Addition and subtraction Have a go at the long written method! 17+14=? 35-22=? Remember we always keep the first number whole!

  18. Multiplication How we teach it… Number sequences 2, 4, 6, 8, 10…. 5, 10, 15, 20… 10, 20, 30, 40… Doubling Counting repeated groups of objects Solving worded problems practically Jumping along a number track in equal steps Using pictorial methods

  19. For example… Counting repeated groups… 2+2+2+2 = 8 4 lots of 2 4 x 2 = Using a number track… 3x2=6 “Put your finger on 0 and jump in 2s Three times. The answer is the number you land on.” Pictorial methods - Arrays Three rows of 2… 3 lots of 2 3 x 2

  20. For example… How we teach it… Sharing objects into equal groups Solving worded problems practically Jumping along a number track in equal steps

  21. Division • Sharing objects into equal groups 6 apple shared into equal groups… How many in each group? 6÷3=2 • Jumping along a number track in equal steps 8÷2= “Put your finger on 8, jump back in 2s. The answer is how many jumps it takes to get to 0

  22. Using and Applying Level 1 Use mathematics as an integral part of classroom activities, (with support) - engage with practical mathematical activities involving sorting, counting and measuring by direct comparison - begin to understand the relevance of mathematical ideas to everyday situations by using them in role-play Level 2 Select the mathematics they use in some classroom activities (with support) - find a starting point, identifying key facts/relevant information - use apparatus, diagrams, role-play, etc. to represent and clarify a problem - move between different representations of a problem, e.g. a situation described in words, a diagram, etc. - adopt a suggested model or systematic approach - use mathematical content from levels 1 and 2 to solve problems and investigate

  23. Using and applying I spend 35p at the shops. If I pay with 50p how much change will I get? During all maths activities the children need to be able to use and apply what they know. We have to ask the right questions to support the children in learning how to use and apply their knowledge. This is really important when solving real life problems.

  24. For example… What are the important numbers? What can you do check your answer is right? ? What do you need to do to work out the answer? What are the important words? How do you know? Have a go! Using any of the methods we have looked at today, what would be the best method for the children to use to work out the answer?

  25. Questions

  26. Learning is a journey! At CIS learning is exciting, challenging and personal. Children should rarely stop on their school journey. If and when they do we all need to be there to ensure they continue rapidly and confidently to enable them to be the best they can be. How can you support your child on their learning journey?

  27. How can you support your child on their learning journey? Use school methods when completing homework. Borrow a maths game and share mathematical experiences that are fun. Day to day tasks are a mathematical opportunity! Count the stairs to bed, look at even and odd numbers on houses, add together the numbers on a car number plate, cutting a cake into even slices… Play relevant learning games on the computer. One of the most valuable things you can do is to ask the magic question... ”How did you work it out?” If children can explain what they have done they will consolidate their own understanding and misconceptions can be addressed. Always ask the teachers if you have any questions.

  28. Families into maths Tuesday 21st and Wednesday 22nd January 9.15am - 10.15am We look forward to welcoming you into school.

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