What does maths look like for us at fleetville infant school
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What does maths look like for us at Fleetville Infant School?. Creative Maths. I was no good at maths at school. I hated maths. Maths is what your Mum/Dad is good at, don’t ask me!. Importance of confidence/ super turtle growth mind set. How to be like Super Turtle. Fixed Turtle Thinks…….

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What does maths look like for us at Fleetville Infant School?

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What does maths look like for us at fleetville infant school

What does maths look like for usat Fleetville Infant School?


Creative maths

Creative Maths


What does maths look like for us at fleetville infant school

  • I was no good at maths at school.

  • I hated maths.

  • Maths is what your Mum/Dad is good at, don’t ask me!


Importance of confidence super turtle growth mind set how to be like super turtle

Importance of confidence/ super turtle growth mind set. How to be like Super Turtle

  • Fixed Turtle

  • Thinks…….

  • Can’t learn more

  • Likes things to be easy

  • Can’t cope with problems

  • Gives up when its hard

  • Super Turtle

  • Thinks…….

  • Can keep learning more

  • Loves to learn new things

  • Exciting to have a challenge

  • Never gives up


Talk for maths

Talk for maths

  • Why is talk so important?

  • Gives children confidence to tackle problems

  • Gives children ownership over their learning

  • Gives children the language they need to talk about their learning

  • Gives them the opportunity to become familiar with maths vocab

  • AFL


Strategies we use to teach number counting and calculations

Strategies we use to teach- number, countingand calculations.


Number what are we using when we do maths

NUMBERWhat are we using when we do maths?

  • Numbers are abstract ideas. 5 is only 5 because we as a society have agreed it is called five.

  • As adults we have made connections and have a concept of what 5 (and other numbers) could be. We have to develop this in our children. The more concepts we can give them the better their understanding.


Concept image of 5

Concept image of 5

3+2=


Developing your child s understanding of number

Developing your child’s understanding of number

  • Singing number rhymes.

  • Talking about how many, how many more/less, sharing objects.

  • Looking at door numbers and numbers in the environment, laying the table. Everyday activities.


C ounting

Counting

  • Counting rhymes.

  • Counting in 1’s forwards and backwards

  • Counting in 10’s.

  • Counting objects/sweets etc at home.


Addition

Addition

  • Starting with objects/visuals

  • Then labelling

  • Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, and objects.

    recording calculations using

    pictures


Addition1

Addition

  • Introducing a number sentence


Addition2

Addition

  • Introducing a number line and 100 square.

  • Practically first, then moving onto written.

  • Finally to the open number line.


Addition3

Addition

  • Open number line


Developing calculation strategies

DEVELOPING CALCULATION STRATEGIES

  • Numicon can be used to develop number bridging strategies and can work alongside written methods in order to allow children to move away from the concrete resource when they are ready. EG. 34+8=

    Starts with Numicon number line and shapes

    Bridge through ten.

    Moves to written

+2

+6

40

34

42


Subtraction

Subtraction

  • The language of subtraction-

  • Take away, minus, difference, less than, fewer.


M ultiplication

Multiplication

Repeated addition

  • 3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 5 x 3  

  • Repeated addition can be shown easily on a number line:

    5 x 3 = 5 + 5 + 5


Multiplication

Multiplication

  • Arrays


Multiplication activity

MULTIPLICATIONACTIVITY

Please solve 4x3 using the resources.

4 colours pegs in rows- arrays.

Tower repeated addition.

Along a number line with shapes

What would 0.4 x 3 be? Can be easily used to solve decimal problems.


D ivision

Division

  • We start using objects and Counting into groups.

  • Knowing that halving is dividing by 2 and sharing objects into groups.

  • Counting in 2s,5s, 10s

  • Later beginning to use numbers.

  • Children use times tables knowledge to work out the division as well as practical resources and drawings.

  • Remainders- written as a fraction.


Division

DIVISION

Put 20 on a Number line. How many 5s in 20? Place the 5 tiles over the 20. how many are there? How many groups of 5?


Partitioning

PARTITIONING

  • Children need to be able to partition numbers quickly and confidently.

  • Partition 9…

  • Now try a 2 digit number

    -think about 10s and units.


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