Wednesday 4 th May

To introduce Stirling’s Numeracy Framework To share our learning and teaching methods To help you support your child at home Aims:

Making Sense of Number

Aim to develop number sense in children - not just facts They will need to use maths and number in their lives and work in various ways Early Development

P2 Kippen pupils questionnaire showed that they did not know anyone who used numbers in their job! Children need to see that number is important in their lives.

Put the M in S.T.E.M! We held a ‘Digit Day’ and invited parents from different professions in to talk about how they use number and maths in their jobs.

Put the M in S.T.E.M! We held a ‘Digit Day’ and invited parents from different professions in to talk about how they use number and maths in their jobs.

Talking about number Numeracy is relevant!

Two key concepts Cardinality and Ordinality At early stage children need to develop both. Lots of experience of counting and checking. Children need to develop flexibility with number!

8+5 (two screened collections) Perceptual Counter Figurative Counter The counting–on child Non–count by ones child Levels of Counting

Activities Pile of 50 counters- Get me 8 from the pile please. Lots of opportunity- check labelled collections Practise forward number sequence- they need to know this to match the collection requested. Subitize - Dice Pattern Once child ok with pattern to 6 then combining activities- using dots of two colours,e.g. 5 patterns. 3 red 2 blue (flash- what see?) extend to 6-10 Young Child - Emergent

Show me 6

Older children using fingers to do need to develop strategies. Double finger pattern. Bonds with reference to 5. Why use 5 and 10’s? Counting Combine and partition using 5 and 10 as reference points – less likely to count in 1’s Abacus Great for reinforcing these reference points Numbers more than 5 – Need to know in terms of their 5+ structure 5+2=7 5+3=8 Five wise patterns on ten frame Early Years – Encourage finger patterns!

Counting backwards from 40 going downstairs

Counting backwards from 50 making a numberline

P1 Problem Solving – Separate (Result Unknown) An example of different strategies used is shown in these images. Rudolph had 6 carrots and he ate 3. How many did he have left?

Using Strategies to Divide! A farmer has 18 eggs, he needs to split them into boxes of 6. How many boxes does he need?

Word Problems A farmer has 5 eggs, he needs 25. How many more does he need?