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LS Parent Coffee Morning

LS Parent Coffee Morning. Welcome and Good Morning!. Agenda. Math Initiative for 2014-2015 IBPYP -Program of Inquiry. Math Initiative. Curriculum review- standards Best practice in teaching mathematics Review of our math manipulatives Review of our math resources

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LS Parent Coffee Morning

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  1. LS Parent Coffee Morning Welcome and Good Morning!

  2. Agenda • Math Initiative for 2014-2015 • IBPYP -Program of Inquiry

  3. Math Initiative • Curriculum review- standards • Best practice in teaching mathematics • Review of our math manipulatives • Review of our math resources • Professional reading for teachers • IB Workshop next fall- The role of Mathematics

  4. Emerging Agreements · Mathematical fluency requires automatic recall of certain procedures and algorithms. · Use of calculators in instruction can be useful but must not impede the development of fluency with computational procedures and basic facts. · Using and understanding the basic algorithms of whole number arithmetic is essential.

  5. Emerging Agreements (cont’d) • Developing an understanding of the number meaning of fractions is essential. • Teachers must ensure that the use of “real-world” contexts for teaching mathematics maintains a focus on mathematical ideas. • Mathematics should be taught using multiple strategies, • Mathematics teachers must understand the underlying meaning and justifications for ideas and be able to make connections among topics. (Ball, Ferrini-Mundy, Kilpatrick, Milgram, Schmid, & Scharr, 2005).

  6. Best Practice • Students’ engagement is at a high level. • Tasks are built on students’ prior knowledge. • Scaffolding takes place, making connections to concepts, procedures, and understanding. • High-level performance is modeled. • Students are expected to explain thinking and meaning. • Students self-monitor their progress. • Appropriate amount of time is devoted to tasks.

  7. Recommended Practices • Ensure mathematics curriculum is based on challenging content, • Ensure curriculum is standards based • Clearly identify skills, concepts and knowledge to be mastered, • Ensure that the mathematics curriculum is vertically and horizontally articulated.

  8. IBPYP Requirements for Math • Transdisciplinary- strong connections with UOIs, • Math Inquiry- Inquiry based learning environment, • Move away from a text-based math program, create standalone units for math strands where strong connections can’t be made with the UOI.

  9. Next Steps ES Curriculum Leaders • Melissa Fleck PK-grade 2 • Terra Dennis- grade 3-5

  10. To Be Numerate …… Parent Information

  11. Time to Think!!!

  12. Number Strategies Addition • There are 47 children in the hall. 28 more children arrive. How many are in the school hall now?

  13. Solution 47 + 28 = • How did you work it out? • What happened in your head? Share your different strategies with the people around you. • Can you think of any other ways to solve the problem?

  14. “Four rows of ten is 40 and two rows of ten is 20, so 40 + 20 = 60 with 7 and 8 left ! double 7 = 14 plus 1 =15 so there are 75 children” “I use tidy numbers: 50 + 28 = 78 78 - 3 = 75”. “I think of 47 +28 7 plus 8 is 15, so that’s 5 and carry one. 4 plus 2 is 6 plus one more ten is 7. so the answer is 75” “I use an open number line!” +3 +5 +20 47 75 “I know that 50 plus 30 is 80 and 3 plus 2 is 5, so 80 - 5 is 75 “ Make sense of these Strategies 47 + 28 =

  15. Class Example

  16. Number Strategies Multiplication There are 4 packets of biscuits with 24 cookies in each pack. How many cookies are there altogether?

  17. Solution 4 x 24 = • How did you work it out? • What happened in your head? Share your different strategies with the people around you. • How else could this problem be solved?

  18. Make sense of these Strategies. “I used place value 4 x 20 = 80. And 4 x 4 = 16. 80 + 16 = 96 “I use tidy numbers: I know 4 x 25 = 100. 100-(1x4) = 96. “I think of 24 X4 4 x 4 = 16. Put down the 6 and carry the 1. 4 x 2 = 80 + another ten = 90 90+6 = 96 “I know 24 + 24 = 48. 48 + 48 = 96 4 x 24 = I used doubling and halving. Double 4 = 8, half 24 = 12. 8 x 12 = 96

  19. Class Example

  20. Goals • Developing multiple flexible thinking strategies • Mental and oral before written standard vertical forms • Make decisions about the most efficient strategy to use on any given problem. • Challenge children to achieve and develop a positive attitude towards learning mathematics.

  21. How is maths taught differently now?

  22. PYP

  23. How can you support at home?

  24. Questions?

  25. IBPYP PYP Coordinator- Kirsten McGrath • 5 Essential Elements of PYP • Program of Inquiry- POI

  26. Questions?

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