Numeracy Parent Teacher Workshop

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Numeracy Parent Teacher Workshop

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

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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.

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

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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
Points to start with 50
50 19 ? 50 20 30 30 1 31
50 20 ? 5 3 2 so- 50 30 20
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Recent Reports Key Findings

• Involving parents
• More emphasis on oral and mental
• Teach for understanding

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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.
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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

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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

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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.
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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
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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.
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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
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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.
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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.
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Subtraction strategies

• Counting on and counting back
• Near multiples of ten (9, 11, 19, 21 etc)
• Equivalent calculations
• Using known facts

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What can you do?

• Be positive about maths, even if you dont feel
  confident about it yourself.
• Talk and listen to your child about their work in
  maths. It will help your child if they have to
  explain to you.
• Share maths activities they take home.
• Play number games
• Help with learning number facts

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