Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 1 Taupaki School Maths For Parents Wednesday 17 th September 2008 Len Cooper

A Maths activity Choose 3 different single digit numbers Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 2 Add the 3 digits together Use the 3 single digits to make 6 distinct pair numbers: ( If we had 1,2,3 we would get 12, 13, 23,21 etc) Add the 6 pairs together to get their sum Divide the sum of the 6 pairs by the sum of the 3 single digits. And Voila you have!

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 3 Numeracy To be numerate is to have the ability and inclination to use mathematics effectively - at home, at work and in the community

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 4 NEW Math Knowledge & Strategies Noticing Number Properties The Teaching Model Imaging “Visualising” Materials ‘Real situations’ Verbalising Diagram after Pirie-Kieran Existing Math Knowledge & Strategies

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 5 Arithmetic Number We see that Number has two major parts Skills or Knowledge Thinking or Strategies These provide the foundation for These create new knowledge through use and fluency

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 6 The Number Framework Advanced Proportional Advanced Multiplicative Advanced Additive Early Additive Part - Whole Advanced Counting Counting from one by imaging Counting from one on materials One to one counting Emergent Counting

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 7 Goals To develop multiple flexible thinking strategies To encourage mental and oral before written standard vertical forms To help students make decisions about the smartest easiest strategy to use on any given problem. To Challenge children to achieve, and develop a positive attitude towards learning mathematics.

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 8 “ One of the most powerful sources of evidence about student learning comes from listening to students explain their thinking” Assessment Standards in School Mathematics N.C.T.M 1995

Dyslexia Dyscalculia Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 9

29/5/08Len Cooper Mathematics Education Consultant Auckland 10 FIVE SIGNS OF DYSCALCULIA ? The Dominion Post | Tuesday, 15 April 2008 Did you struggle to learn maths as a child, even in primary school, and despite extra help? Have you always had trouble with fast recall of basic addition or multiplication? (e.g. 8+7=?, 7x6=?) Do you find that numbers sometimes seem like meaningless symbols to you? Do you have trouble estimating, for instance, how much your supermarket shop is going to cost or about how much is? Do you struggle to understand everyday numbers such as statistics in the newspaper or your financial statements?

29/5/08Len Cooper Mathematics Education Consultant Auckland 11 Possible Outcomes * Children with dyscalculia fall behind early in primary school, and may develop anxiety or a strong dislike of maths. * In secondary school they are likely to struggle to pass maths and science courses and find their career options reduced. * As adults they may earn less, and have difficulties managing their everyday finances.

29/5/08Len Cooper Mathematics Education Consultant Auckland 12 How to help! Provide lots of concrete manipulatives to ensure understanding takes place before moving into the abstract concepts. This too will assist to provide strategies to visualize. When working on problem solving or word problems, provide opportunities to use real life situations or items to assist with visualization. The Philosophy of NZ’s Numeracy Professional Development and what many of us have advocated for years

29/5/08Len Cooper Mathematics Education Consultant Auckland 13 Provide opportunities to use 'pictures, words or graphs' to help with understanding. Relate all problems to a real-life situation as much as possible. Promote a 'can do' attitude as much as possible. NEVER say, "I was no good at maths so it's no wonder you aren't good at it". Remember, with the right situations (tutoring, one to one support) and a positive attitude, everyone can do maths!

29/5/08Len Cooper Mathematics Education Consultant Auckland 14 Use a fun approach for the basics. Card and computer games for mastery of the basic facts to 20 and the multiplication tables work well. 10 minutes a day can work wonders. Provide help with the learning of maths symbols and the language of maths. For instance, think about this symbol: - It can mean to subtract, find the difference, to take away, it can be the fraction symbol, it can refer to a negative integer. Ensure that understanding is in place for all mathematical symbols. All promoted by The Family Maths Trust

29/5/08Len Cooper Mathematics Education Consultant Auckland 15 What can I do? Play maths games at home, practicing and reviewing concepts in different ways.  Work to "visualize" maths problems. This may mean drawing a picture or chart to help understand the problem.  Have your child look at pictures charts or graphs provided, and spend time to really understand them before moving onto solving the problem.  Work to "visualize" maths problems. This may mean drawing a picture or chart to help understand the problem.  Have your child look at pictures charts or graphs provided, and spend time to really understand them before moving onto solving the problem.

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 16 Help them to: Memorise the knowledge their teacher suggests is appropriate Ask questions about how they did their homework, not just say its right/wrong Be positive about maths and see it around us all the time

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 17 Play maths games and puzzles Visit maths displays - Mathex, MOTAT “From abacus to the internet” Find out exactly what they did in maths at school today Take time to:

Taupaki School September 17th 2008 Len Cooper Mathematics Education Consultant Auckland 18 The Number Devil Hans Magnus Enzensberger, Fibonacci’s Cows Ray Galvin Buy them maths books, puzzles, games software, for their birthdays Numbers Up, software CD’s from Alega.se (Sweden) available from

10/6/2015Len Cooper Mathematics Education Consultant Auckland 19 Target Addition

10/6/2015Len Cooper Mathematics Education Consultant Auckland 20 Dice Roll Numbers <<

10/6/2015Len Cooper Mathematics Education Consultant Auckland 21 Two Dice Sums

10/6/2015Len Cooper Mathematics Education Consultant Auckland Four sums in a row

10/6/2015Len Cooper Mathematics Education Consultant Auckland 23 Interesting Nine  Write down any two digit number  Reverse the digits  Find the difference  Divide this number by nine  What do you notice? Try with other starting numbers

10/6/2015Len Cooper Mathematics Education Consultant Auckland 24 Target 31

10/14/05 Digital roots, Number Let the Magician read your Mind! Write down a four digit number with all the digits different Write the number again but in reverse order Find the difference between the two numbers Now multiply the answer (difference) by a number between 1 & 100.

10/14/05 Digital roots, Number Let the Magician Do his work! Tell the Magician your number,(say ‘circle’ for the number with a circle), and The Magician will amaze you! By telling you your missing number! Circle a NON-ZERO digit

10/14/05 Digital roots, Number How does he do it? How does it work? Will it work for 3 digit numbers? Will it work for 5 digit numbers?