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Parent Meeting-Maths

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Parent Meeting-Maths Presented by Linda Larsen, Sandra Clark Anna MacDougall Mathematics Facilitator University of Waikato _at_ Tauranga * * * What does this mean? – PowerPoint PPT presentation

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Title: Parent Meeting-Maths


1
Parent Meeting-Maths
  • Presented by Linda Larsen, Sandra Clark
  • Anna MacDougall
  • Mathematics Facilitator
  • University of Waikato _at_ Tauranga

2
Whats happening!
  • What's different in maths now ?
  • To give you an insight into what stages of
    development are in Mathematics
  • Ways to help your child at home.

3
Creates new knowledge through use Strategy
Knowledge Provides foundation for strategies
Strategy is about how children solve number
problems, in particular the mental processes they
use.
Knowledge considers the key items of knowledge
that children need to acquire.
4
Stages of Development
Stage 0 Emergent Stage 1 1 1 counting Stage
2-3 Counting from 1 on Materials Stage 4 Advanced
Counting
Counters!!
Stage 5 Early Additive Stage 6 Advanced
Additive/Early Multiplicative Stage 7 Advanced
Multiplicative/Early Proportional Stage
8 Advanced Proportional
Part Whole!!
5
Alignment Table
1 1 2 2 3 3 4 4 5
1 2 3 4 5 6 7 8
1 2 3 4 5 5 6 6 7 7 8
Curriculum levels
Mathematics Standards
Numeracy Strategy Stages
6
What Do Children Do?
  • Stage 1
  • Ben

7
What Do Children Do?
  • Stage 2
  • Bede

8
What Do Children Do?
  • Stage 4
  • Monica

9
What Do Children Do?
  • Stage 5
  • Sally

10
What Do Children Do?
  • Stage 6
  • Hamish

11
What Do Children Do?
  • Stage 7
  • Phillipa

12
What Do Children Do?
  • Stage 8
  • Tim

13
What you will see in classrooms
  • Whole class warm up games for teaching number
    knowledge.
  • 3 groups for maths based on their number
    framework stages. This may vary.
  • Learning Intentions will be shared with children
  • A modelling book for each group that contains the
    daily work.
  • Students sharing their thinking with each other
  • Equipment to support strategy teaching
  • Students working independently on practice
    activities, games related to the strategy or
    knowledge applicable to their stage.

14
Opening the Door...
  • The Teaching Model

15
How can I support my child with maths?
  • Use maths talk in every day life eg read letter
    box numbers, car number plates.
  • money- change, how much do I need for 3 ice
    creams, how many weeks will you need to save for,
    can you estimate how much
  • setting the table, baking, time, sharing food,
    travel..

16
Key Ideas to Move Students from Counting
  • The number before and after a given number
  • What makes 5 eg 23, 41
  • 5 and eg 527, 549
  • Doubles to 20 eg 9918
  • Doubles 1, Doubles -1 eg 448 so 459,
    7714 so 7613
  • What makes 10 eg 73, 64 etc
  • Ten and eg 10616, 81018 etc
  • How many tens and ones are in numbers eg 67 is 6
    tens and 7 ones. Make it with sticks. Add 10 to
    67. Subtract 10 from 67.
  • Skip counting forwards and backwards in 2s, 5s
    and 10s.

17
Key Ideas for Moving Children into Stage 6 and
Beyond
  • KNOWLEDGE
  • Identify numbers 0-1000,000
  • Forward and backward sequence by 1,10,100 to 1000
  • Order numbers from 0-1000,000
  • Recall and - facts to 20
  • Recall multiplication facts up to the 10 times
    tables and some corresponding division facts.
  • Multiplication facts with tens, hundreds,
    thousands eg 100 x 100 10000, 50 x 4 200,
    50x402000
  • STRATEGY
  • Students now choose from a range of strategies to
    solve and - problems.
  • Carry out column and with whole numbers of up
    to 4 digits.
  • Solve multiplication and division problems using
    known strategies eg place value, doubling,
    rounding.
  • Solve fraction problems using multiplication and
    division facts

18
How may students solve this problem?What
knowledge do they need to solve it?
  • John has 53 music CDs and he gives 29 CDs to a
    friend.
  • How many CDs does John have left?

19
Make sense of these strategies
I use place value 53 20 33. Minus another
9. Split the 9 into 3 and 6. 33- 3 30 6 24
I use tidy numbers 53 30 23 plus 1 24
53 29
I think of 53 -29 3 9 I cant do so I borrow
a ten. 13 9 4. 4 tens 2 tens 2. Its 24
I use an open number line!
20
3
1
53
30
29
50
I use balancing. 53 29 54 30
24
1
1
20
www.nzmaths.co.nz
  • Families sections
  • Parent ideas
  • E-ako
  • http//www.prototec.co.nz/maths.html
  • This website gives children stage based basic
    facts practice. It is excellent!!!
  • http//www.bbc.co.uk/education/megamaths/tables.ht
    ml

21
If I know something, I can tell you in the
teachers words. But if I understand it, I can
tell you in my own words. Alix, aged 8 Hughes,
Mike (2006). And the Main Thing is Learning.
Cheltenham Education Training and Support.
22
Home time.
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