How we teach Maths. The maths work that your child is doing at school may be very different from the kind of maths that you remember. This is because children are encouraged to work mentally, where possible, using their personal jottings to support their thinking.
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The maths work that your child is doing at school may be very different from the kind of maths that you remember. This is because children are encouraged to work mentally, where possible, using their personal jottings to support their thinking. Even when children are taught the more formal written methods, we only encourage them to do this when they cannot solve it in their heads.
Mental Calculations • Developing confidence and efficiency in mental calculations is a vital part of our Maths teaching throughout primary school. • All children greatly benefit from knowing key number facts by heart and being able to recall them instantly. • Regular practise of number facts is important both at home or school – number bonds, multiplication tables. • Any opportunity to practice these are useful, through real life situations such as shopping, cooking, as well as games and activities.
Written calculations • Each of the four operations builds on the mental skills. • Skills need to be taught, practised and reviewed constantly. • These skills lead on to more formal written methods of calculation only when the children are ready for them. • A sound understanding of the number system is essential to carry out calculations efficiently and accurately.
Calculations Policy • www.waveneyvalleypartnership.org • Go to tab for either school • Click on tab ‘About us’ and scroll down to bottom on page
Multiplication Facts • Truly knowing the tables is not the same as just being able to count up in steps of given number or being able to recite the table. • Really knowing a table means that the children can instantly tell you any fact up to 10 X. • It also means knowing the corresponding division facts.
For example: • A child who knows the 9X table well would be able to answer questions like these with little hesitation: 9 X 3 7 lots of 9 9 X 4 81÷9, how many 9s in 54? This would lead on to 9 X 30, 9 X 0.3
A suggested order for learning multiplication tables • 2 • 10 • 5 • 4 (double 2) • 3 • 6 (double 3) • 9 • 8 • 7
Just a few minutes a day could make a real difference to your child's confidence with number
Problem Solving • 'The national curriculum for mathematics aims to ensure that all pupils.....become fluent......reason mathematically..... and can solve problems’ • This is going to have an even greater influence in the new curriculum in 2014
Problem solving is about engaging with real problems; guessing, discovering, and making sense of mathematics. • It is about exploring patterns and seeking solutions • Our aim is to put problem solving at the heart of our maths teaching because problem solving is the essence of being a mathematician. • And that’s what we're trying to produce in your children - mathematicians
In the classroom, we support your children to develop the skills they need to tackle problems We want to create a culture: • where questioning and deep thinking are valued, • where mistakes are seen as valuable learning opportunities and discussion points, • and where pupils learn from each other.
We want to give children opportunities: • To test out ideas • To develop trial and improvement • To discuss ideas with each other • To be comfortable in taking risks • All of these help develop independent learners
Independent learners • Through out both schools, and right from Reception to Year 6 we encourage our children to become independent learners In maths, that means • Asking your peers for help • Choosing the best apparatus to help them solve a problem • Having a go…and not being afraid to get it wrong • Checking the Maths dictionary • Using the Learning Wall to look at examples
Talk for Maths • Mathematical language is very different from everyday language • It is important that children do not just learn the vocabulary, but how to use the language to communicate and to develop their mathematical thinking. • We want children to speak the language of mathematics not just practise its vocabulary • Our classroom discussions will help them to be more confident in what they are saying and thinking
So what can you do at home to support your child? • Regular practise of those key number facts • A few minutes everyday, in the car, at the breakfast table, • Encourage them to talk and discuss ‘maths’ • Play ‘maths’ games
Find opportunities for ‘real life’ maths: • counting money, • weighing ingredients, • checking the time, • reading timetables, • supermarket flyers (fractions, decimals, percentages, special offers), • shopping lists, • till receipts, • catalogues, • newspapers
How can you help them when they are faced with a problem? Encourage them to ask… • Can I do this in my head? • Could I do this in my head using drawing or jottings to help me? • What do I already know that can help me with this? • Do I need to use a written method? • Should I use a calculator? (Only if it is necessary with the numbers involved) • Ask your child to estimate then check.. ‘Is this answer sensible?’
Most importantly … Make Maths Fun