Ilam School Mathematics I – Opener 10 th September 2015 Sue Graham PLD 2015

I-Opener Overview 1. Mathematics for families: www. nzmaths.co.nz www. nzmaths.co.nz 2. Basic Facts and written algorithms 3. Mathematics expectations Sue Graham PLD 2015

Mathematics for families Sue Graham PLD 2015

NZMaths.co.nz families intro video Sue Graham PLD 2015

Supporting School Maths: maths tips by year level (nzc Maths at School & Helping at Home booklets) Sue Graham PLD 2015

Helping at Home booklet examples Sue Graham PLD 2015

Finding Curriculum Content What are the children doing at each stage and level? Sue Graham PLD 2015

What do you mean learn basic facts? Sue Graham PLD 2015

Looking in the Ilam Classroom Windows: practicing basic facts Sue Graham PLD 2015

Just to get you thinking Add these numbers: Sue Graham PLD

How does this build on previous knowledge? Sue Graham PLD 2015

So do they still learn times tables? Sue Graham PLD 2015

Times Tables: Multiplicative Thinking Step 1 Figure it out, to make sense of times tables e.g. on materials, using skip counting or adding Step 2 Use what you know: If I didn’t know that 8x5 means 8 groups of 5, then I couldn’t use this fact to help solve a problem like…. There are 8 teams, each with 6 children. How many children are there all together? If I knew 8x5=40 I could add another 8 to make 8x6=48 Step 3 Memorise, recall and use times tables and division facts - this is expectation of where we want children to be working ‘at standard’ when completing Year 6 Sue Graham PLD 2015

Patterns in tables: What do you notice? 9x1 = 9 9x2 = 18 9x3 = 27 9x4 = 36 9x5 = 45 9x6 = 54 9x7 = 63 9x8 = 72 9x9 = 81 9x10 = 90 Sue Graham PLD x 48 2 x 24 4 x 12 8 x 6 16 x 3

Looking in the Ilam Classroom Windows: using times tables and division facts Sue Graham PLD 2015 Multiplying money Sharing into groups Calculating animal legs One day 50 bears went on a picnic. How many blankets would they need if 10 bears fit on each blanket? Organising spaces within an area

What we are doing… Self Efficacy a balanced maths programme: knowledge and strategy when working with numbers, including geometry, measurement, statistics and algebra within the programme accessibility for all students e.g. rich meaningful tasks that all children can connect with looking for patterns and examples understanding place value: how numbers are built number sense: the numbers tell you what you could do efficiency e.g. fewer steps and being systematic (this could be a written algorithm) communicating our understandings and how we found a solution (with peers and/or teacher sitting alongside the students) real world examples use of materials (across all year levels) basic facts: recall and use, to support strategies practice and application making connections asking questions, making conjectures, justifying and explaining Sue Graham PLD 2015

Four Fours Challenge Using four 4s make every number from x ÷ + - ( ) √4 4 4/4 You can use all maths operations Sue Graham PLD

Algorithms, algorithms, algorithms… Sue Graham PLD 2015 Written algorithm form Vs mental strategies:

Multi-Level Rich Task example: Place Value Lego Problems Sue Graham PLD 2015

How do attitudes to mathematics effect progress and achievement? Sue Graham PLD 2015

Children at Ilam are developing a Growth Mindset. They are encouraged to take risks, persist, and to carry on through struggle. This leads to learning and success. Sue Graham PLD 2015

So what do the children with a Growth Mindset say? “I am more engaged and trying harder. “Using what I know instead of panicking.” “Visual – I like to see it or write it down. When asked a question I used to freeze. Now I’m more self- confident – I know I can do it.” “I can do it now. I didn’t think I could do it before.” “I jumped up a level and changed my attitude. I am enjoying it more and have grown in confidence.” “Hard questions become the easy questions.” “I look carefully and think. I have learnt about groupings.” “Use what we know to make it easier.” Sue Graham PLD 2015

“ You need to give it ago. If you get it wrong it doesn’t matter.” “I keep reading until I get it. I ask myself if that is the answer.” “I think about it and don’t rush.” “Stop guessing and think and work it out.” “Take my time and breath. – it is not about being quick.” “I am working harder. I am not silly now when I don’t know.” “Systematically write things down so you don’t forget it. I am concentrating more and listening.” “I am smart but I take longer.” “Before I wasn’t interested now I am.” “You have to think. I say I can learn it.” “Focus and try your best. I haven’t given up.” “I have got better. I do maths at school and at home. You talk about thinking.” Sue Graham PLD 2015