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## Numeracy Parent Teacher Workshop

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### Numeracy Parent Teacher Workshop – PowerPoint PPT presentation

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Title: Numeracy Parent Teacher Workshop

1
Numeracy Parent Teacher Workshop
• Led by John Wajdner (Numeracy Advisor)
• Assisted by Miss L. Barratt Mrs D. Hyde
• 4.11.2008
• 630 800pm

2
Aims for tonights meeting
• To enable parents/carers to find out about the
mathematics their children are doing,
particularly the way they subtract mentally.
• To enable parents/carers to help their children
at home.

3
Firstly, thank you for a great response and a
super turn out.

4
Darts Game
We first played a game of darts, which is a good
game to play, getting children to add the scores
mentally. This can then progress to subtracting
the score from a starting number.
8 2 10 10 9 19
11 6 17 17 3 20
50 19 ? 50 20 30 30 1 31
50 20 ? 5 3 2 so- 50 30 20
5
Recent Reports Key Findings
• Involving parents
• More emphasis on oral and mental
• Teach for understanding

6
NNS Framework for teaching mathematics has a
structured approach to calculations
• Mental counting and counting objects
• Early stages of mental calculation and learning
number facts, recording in a number statement
• Working with larger numbers and informal jottings
• Non-standard expanded written methods
• Standard written methods

Now were counting in 0.7s.
Were counting in 7s.
7
How Do You Do It?
Now how would I solve this mentally?
Both parents and staff worked together to solve
these calculations, then discussed their methods
of working.
• 246 64350
• 15x19 486-235
• 1724 360360
• 2.5x12x2 8006-2993
• 1502 1.51.6
• 70x6 572-49
• 273613

8
Key Skills Needed
• bonds to 10, 20, 100 etc.
• tables
• doubling and halving
• x 10, x 100, 10 etc
• place value
• the size of a number and where it fits on the
number line

9
We played a number bond game, finding pairs of
numbers with a total of 10, 20, 100 etc
I can play this at home with my children.
10
Number lines game
• Aim of the game
• Get 3 numbers together along a number (do NOT
have to
• be 3 consecutive numbers ie 34, 35, 36)
line first.
• Rules
• Get a blank number line.
• Player 1 roll 2 dice to make a 2 digit number.
• Position the number on the number line.
• Player 2 roll 2 dice to make a 2 digit number
then position it on the number line trying to
block player 1.
• Continue the game until one player has 3 numbers
together.

56 or 65
21 or 12
56
52
Player 2 would win this game as they have 3
number together.
21
16
36
19
11
Tables
7 x 5 35 5 x 7 35 and therefore 35 7 5
35 5 7
John modelled how times tables are so important
to know and how they help with mental
calculations.
Oh yes, now I see.
Faced with the question 700 x 5 ? Use what we
know. 7 x 5 35, so 70 x 5 350 and 700 x 5
3500.
12
Higher or Lower
• This game we played with the 7 x table.
• John showed us a number in the 7 x table and
parents and staff had to guess higher or lower
according to what number was shown.

Starting card
Higher or lower?
Higher or lower?
higher
lower
13
Subtraction Targets
Year 1
Year 2
Year 3
Must Understand subtraction as take away and
find a difference by counting
up. Should Subtract mentally a single-digit
number or a multiple of 10 from any two-digit
number. Could Subtract mentally combinations of
one-digit and two-digit numbers.
• Must
• Begin to relate
• subtraction to taking
• away.
• Should
• Understand
• subtraction as take
• away and find a
• difference by
• counting up.
• Could
• Subtract mentally a
• single-digit number or
• a multiple of 10 from
• any two-digit number.

Must Subtract mentally a single-digit number or a
multiple of 10 from any two-digit
number. Should Subtract mentally combinations of
one-digit and two-digit numbers. Could Subtract
mentally pairs of two-digit whole numbers.
14
Subtraction Targets
Year 5
Year 6
• Year 4

Must Extend mental methods for whole-number
calculations, for example to subtract one
near-multipleof 1000 from another (e.g. 6070
4097). Should Calculate mentally with integers
and decimals U.t - U.t. Could Consolidate and
extend mental methods of calculation to include
decimals, fractions and percentages.
Must Subtract mentally combinations of one-digit
and two-digit numbers. Should Subtract mentally
pairs of two-digit whole numbers. Could Extend
mental methods for whole-number calculations, for
example to subtract one near-multiple of 1000
from another (e.g. 6070 4097).
Must Subtract mentally pairs of two-digit whole
numbers. Should Extend mental methods for
whole-number calculations, for example to
subtract one near-multiple of 1000 from another
(e.g. 6070 4097). Could Calculate mentally with
integers and decimals U.t - U.t.
15
Subtraction strategies
• Counting on and counting back
• Near multiples of ten (9, 11, 19, 21 etc)
• Equivalent calculations
• Using known facts

16
What can you do?
• Be positive about maths, even if you dont feel