ST MARY AND ST JOHN

NUMERACY PARENTS EVENING

JANUARY 2013

INTRODUCTION Aims :

To look at how children calculate To explain how we teach Numeracy in

our school To help you to support your child in their

Numeracy learning

WHAT IS YOUR EXPERIENCE OF NUMERACY OR MATHS?Was it… I could never do Maths. Loved it! It comes naturally to me. Rote learning/times tables

Do you fit into one of these…?

DFE 1999 (MORE THAN 10 YEARS AGO BUT STILL RELEVANT…)

‘Parents who are confident about maths tend to have children who are also confident, and these children are ready to tackle and assimilate new ideas in a way that is impossible for children who feel uncertain about, or even fear, maths.’

ICE BREAKER:

Think of a number between 1 and 9Multiply the number by 9Add the digitsMinus 5Use the number and count the letters of the alphabet to match the number e.g. 1=a, 2=bThink of a country starting with that letterUse the second letter of your country to think of an animalPut your hand up if you ‘ve got an .. Elephant!

Its giving children the buzz and reaction from the simplicity of e.g. the 9 times table

LEARNING STYLES Kinaesthetic – this involves memorising

through movement Visual – some children have a good visual

memory and can see facts on the page Aural – some children remember things by

hearing them repeated Written – writing facts can help the facts

travel from the pencil to the paper Pattern – some children find it much easier

to recall facts when they understand the structure of patterns in which they are embedded

FOUR CALCULATIONS AREAS

The overall aim is that children will always be able to recognise when calculations can be done ‘ in their heads’ and choose the most effective and efficient strategies to work out the answers.

Addition Subtraction Multiplication Division

KEY VOCABULARY

Calculations supported by:

Head (mentally) Fingers (real objects) Biggest number in your head and count on with

fingers Number bonds to 20 100 square 100 square and adjust HTU (Hundreds, Tens and Units) Jottings Number lines Empty number lines

EXAMPLES OF HOW YOUR CHILD MIGHT SOLVE AN ADDITION CALCULATION

JOTTINGS

Empty number lines – from the end of Year 1 onwards…

Number lines from Reception to Year 1

HAVE A GO…

2 + 1 = 5 + 4 =12 + 6 =19 + 1 =36 + 10 =49 + 9 =249 + 100 =

Some ‘Tools of the trade’!

Head (mentally)Fingers (real objects)Biggest number in your head and count on with fingersNumber bonds to 20Counting in number patterns e.g.2 4 6 8 100 square100 square and adjustHTU (Hundreds, Tens and Units) JottingsNumber lines

Calculations supported by: Head (mentally) Fingers (real objects) Biggest number in your head and count back with

fingers Number bonds to 20 100 square 100 square and adjust HTU (Hundreds, Tens and Units) Jottings Number lines Empty number lines

• Counting back is an essential skill for subtraction

EXAMPLES OF HOW YOUR CHILD MIGHT SOLVE AN SUBTRACTION CALCULATION

Jottings

Number lines – Reception and Year 1

Empty number lines – from the end of Year 1 onwards…

45 – 23 =

HAVE A GO...3 - 1 = 8 - 4 =12 - 2 =20 - 15 =36 - 10 =54 - 9 =231 – 100 =

Some ‘Tools of the trade’!

Head (mentally)Fingers (real objects)Biggest number in your head and count back with fingersNumber bonds to 20Counting back in number patterns e.g. 10 8 6 4 2100 square100 square and adjustHTU (Hundreds, Tens and Units) Jottings / number lines

o Mental calculation supported by:o Jottings Number lines Counting patterns e.g. 2 4 6 8 10…

o Understanding of multiplication as: an array repeated addition

EXAMPLES OF HOW YOUR CHILD MIGHT SOLVE A MULTIPLICATION SUM

I have 2 bags with 3 apples in each. How many apples altogether?

Jottings

3 x 5

5 x 3

Using repeated addition

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

5 5 5

Children should be able to calculate a multiplication using an array

EXAMPLES OF HOW YOUR CHILD MIGHT SOLVE A DIVISION SUMo Mental calculations supported by: Jottings Number lines Counting using number patterns

o Understanding division as sharing and grouping.

o Visualising division using: arrays repeated subtraction

There are 6 sweets. How many people can have two sweets each?

8 dolls shared between 2 children. How many do they have each?

Sharing

Grouping

Up to Year 3 the emphasis is on:o working mentally or using toolso calculations recorded in horizontal number

sentenceso some jottings for more challenging numberso Models and Images or pictures

In Year 3-6 children will be gradually taught moreformal written methods of calculation butthey will still use mental methods and jottingswhere appropriate.

KNOW YOUR TABLES

Year 2: 2X 5X 10X Year 3: 2X 3X 4X 5X 6X 10X Year 4: Derive and recall division facts for all

tables up to 10 x 10 Year 5 and 6: Derive and recall quickly all

division facts for tables up to 10 x 10

WEB SITES www.counton.org has lots of ideas and games to play.www.bbc.co.uk/schools games to play and links to many subjects.( Click on Bitesize KS1 infants, KS2 juniors) www.woodlands-junior.kent.sch.uk/www.crickweb.co.uk/http://www.mathletics.co.uk/ -children from Year 1 to Year 6 are provided with a password and user ID. Please speak to your child’s class teacher if necessary

Any questions?

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