Hayes Primary Numeracy Workshop Thursday 21st November 2013

Maths Workshop objectives  To understand the different areas of maths learning at Hayes  To explore ways that could can support your child’s maths learning at home.  To understand the progression towards formal written calculations.

We all use Maths all day everyday! We look at the clock to tell the time before we get out of bed. We estimate how far it is to the floor! We know how much water we should put in the kettle so that we get enough water without it overflowing! We measure the cereal in our bowl so they don't spill over! We go to the shops, pay bills, pay for the train…. Pay for a LOT! We think about how long a journey is going to take us. We understand and talk about sports scores

Different areas of learning: Using and applying Number Shape space and measure Data handling They all have something in common…

The use of calculations…  work out the whole calculation in their head;  make some jottings to help them keep track of what they are doing;  use a formal written method;  use a calculator

Counting of objects and mental counting Early stages of mental calculation and learning of number facts, with recording Work with larger numbers and informal jottings Expanded written methods, first with whole numbers then with decimals (introduced in Year 3) Compact written methods (introduced from Year 4 if children are ready) Use of calculators for more difficult calculations (introduced from Year 4) Our numeracy champions will share these calculations with you at the end of the talk… Developing calculations…

Use of resources to support your child’s learning: There are a variety of resources that we use to support children’s learning. These are on the tables for you to look at shortly.

The Characteristics of a Numerate Primary Child  Has a sense of the size of a number  Knows where numbers fit in the number system  Recalls number facts and uses these to aid mental calculations  Uses a range of methods for calculating  Uses a calculator when needed  Makes sense of number problems and adopts strategies to solve them  Makes estimates and checks answers  Discusses strategies used  Explains their mathematical ideas  Feels confident

How can you support your child at home? Number: Use school calculations when completing homework (calculation policy on the website) Day to day tasks are a mathematical opportunity! Count the stairs to bed, look at even and odd numbers on houses, add together the numbers on a car number plate, cutting a cake into even slices… Play relevant number games on the computer (list of useful websites available on table). Counting in sets using toys Playing cards Playing board games Using dice Counting money (useful for decimals) Times tables games – beat your time!

Using and applying: Go shopping with your child to buy two or three items. Ask them to work out the total amount spent and how much change you will get. Buy items with a percentage extra free. Help your child to calculate how much of the product is free. Plan an outing during the holidays. Ask your child to think about what time you will need to set off and how much money you will need to take. Use a bus or train timetable. Ask your child to work out how long a journey between two places should take. Go on the journey. Do you arrive earlier/later than expected? By how much? Help your child to scale a recipe up or down to feed the right amount of people. Timing with a stop clock to complete an activity. What is the average time taken?

Shape, space and measure: Choose a shape of the week. Look for this shape in the environment. Ask your child to describe the shape to you. Play ‘guess my shape’. You think of shape. Your child asks questions to try to identify it but you can only answer ‘yes’ or ‘no’. Hunt for right angles around your home. Can your child spot angles that are bigger or smaller than a right angle? Look for symmetrical objects. Help your child to paint or draw symmetrical pictures/patterns. Make a model using different boxes/containers of different sizes. Ask your child to describe their model to you. Practise measuring the lengths and heights of objects in metric measurements. Help your child use different rulers or tape measures correctly. Encourage them to estimate before measuring. Compare measurements in metric and imperial.

Shape, space and measure continued… Let your child help with the cooking. Help them to measure ingredients accurately. Talk about what each division on a scale represents. Choose some food items out of the cupboard. Try to put the objects in order of weight by feel alone. Then check by looking at the weights on the packets. Practise telling the time with your child. Use both digital and analogue clocks. Ask your child to be a ‘timekeeper’ – e.g. tell me when it is half past four because we are going swimming. Use a stop clock to time how long it takes to do everyday tasks –e.g. how long does it take to get dressed. Encourage your child to estimate first. Use a TV guide. Ask your child to work out the length of their favourite programmes. Can they calculate how long they spend watching TV each day/week?

Please feel free to now go and look at the resources and the calculations by the numeracy champions… Calculations information, maths website links and ways to support ideas are on the tables. This PowerPoint and calculations document will be on the website. Please come and find us if you have any questions Thank you

Numicon Numicon is a maths resource that uses a series of structured images to represent numbers.

It is quite difficult to explain to a child the mathematical concept of ‘five’ But the Numicon shape for ‘five’ looks like ‘one less’ than six and ‘one more’ than four.

Numicon shapes are designed to exploit three of young children’s key strengths in order to help them understand number:  Learning from doing  Learning from seeing  Children’s strong sense of pattern.

Rationale for using Numicon  Quality first learning  Inclusive  Progressive  Children can understand number relationships  Children can do calculating without counting  Children learn mathematical language  Children learn to make connections and to use and apply their understanding.

Key Messages… 1. Consistency of approach is crucial to children’s understanding of written calculations 2. If children are introduced to compact methods before their understanding is developed they will not be successful 3. Real life activities and use of resources help children internalise concepts and understand how areas of maths are linked 4. Knowledge and understanding of number is key to all areas of maths