1. Maths Workshops at Smallberry Green Primary School
PRACTICAL
FUN!
FLUENCY
REASONING
REAL-LIFE
CHALLENGING
PROBLEM-SOLVING

2. Aims of today
To get an insight into how Maths is taught at Smallberry Green.
To take away some ideas to support your children at home.
To work with teachers and take part in a variety of maths activities.

3. Maths at Smallberry Green= + x %
subtract
more
add
sum
factor
product
Here is a receipt for some shopping. How much did I spend? How much change did I get from £20?

4. Number formation Practising forming numbers accurately.
Different ways are:
Tracing in sand trays
Tracing on paper using felt tips – mark making
Using chalk on grounds

5. Ordering numbers correctly
Many different ways to do this creatively.
Number order often learned by rote with little understanding before understanding concept of number value.

6. Counting accurately How do you think your counting is accurate?
Children are required to understand the VALUE of a number.
Lining objects, putting objects in bundles, touching and manipulating objects.
Cubes/counters with n cards.
How do you think your counting is accurate?

7. Counting How many shoes are by the door? Can you count them in 2s?
Children will need to be able to count to 100 and understand the value of number.
Encourage your children to touch, move and count.
Counting in 2s, 5s, and 10s.
How many shoes are by the door? Can you count them in 2s?
They will also need to be able to write numbers up to 20.

8. Counting – ideas to use at home
Find opportunities to count with your child; count fruit when shopping, count cars on the road, count toys on the floor, count when playing throw and catch, count when skipping.
Write it! Use paint, sand, flour, sugar, chalk.
Counting – ideas to use at home
Ask your child to find one more or one less. For example – how many apples are in the bowl? How many would there be if there was one more? How many would there be if there were 10 more?
Less
More

9. Addition
Lining objects, putting objects in bundles, touching and manipulating objects.
Cubes/counters with n cards.

10. Addition
Lining objects, putting objects in bundles, touching and manipulating objects.
Cubes/counters with n cards.

11. Subtraction
Lining objects, putting objects in bundles, touching and manipulating objects.
Cubes/counters with n cards.

12. Subtraction
Lining objects, putting objects in bundles, touching and manipulating objects.
Cubes/counters with n cards.

13. 9 + 1 = = = = = = = = = 10
Number bonds

14. Number bonds - Ideas to try at home
Number bond tennis
With pretend tennis rackets, serve numbers to your child – they have to hit back with the complementary pair to make 10 or 20.   
Example (number bonds to 10):
You serve 3
Child hits back 7 to make 10
You hit 2
Child hits back 8

15. Number bonds - Ideas to try at home
Number bond matching pairs
Use digit cards or number bond bingo
Turn them all over so they are facing downwards
Each player take turns to turn over two cards to find matching number bonds to 10 or 20
Count how many cards you have at the end of the game – winner has the most!

16. Deepening understanding

17. Language of Maths

18. Correct terminology

19. The New Maths Curriculum
Children should: Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations and developing an argument, justification or proof using mathematical language. Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

20. Importance of Mental Maths and Fluency
Quick recall of facts and procedures
The flexibility and fluidity to move between different contexts and representations of mathematics.
The ability to recognise relationships/structures and make connections in mathematics
GET PRACTISING!
=200
90-70=20
Number bonds to 10 translating to multiples (& times table facts)

21. Reasoning examples embedded throughout mathematics curriculum
Are these number sentences true or false?
= 113
98 – 18 = 70
= 123
92 – 67 = 35
Give your reasons.
Always, sometimes, never
Is it always, sometimes or never true that if you add three numbers less than 10 the answer will be an odd number
Hard and easy questions
Which questions are easy / hard? = = = =
Explain why you think the hard questions are hard?
What else do you know?
If you know this:
87 = 100 – 13
what other facts do you know?

22. Problem solving

23. Mental Maths at Smallberry Green
GET PARENTS HAVING A GO!

24. Times Table Challenge and Weekly Raffle
Getting chln ready for rest of school challenges

25. Ways to support your child at home

26. Context Support your children in number, counting and calculations EVERYWHERE!
What’s the context?

27. Mathletics! Homework – Need logons
TC to do Mathletics workshop for Parents (and year 1 staff!)

28. 14－5＝ 9 14－4＝10 10－1＝9 14 is 10 and 4. Partition 5 into 4 and 1.
Take away 4 and then take away 1. －1 －4 1 2 3 19 18 5 6 8 4 10 11 12 9 14 15 16 13 17 7 20
14－5＝
Now demonstrate the method to your partner using the number line 9
Consider whether subtracting from 10 would be appropriate on the numberline?
14－4＝10
10－1＝9

29. Part-Part-Whole Models
You have 5 seeds.
You plant your seeds in 2 pots.
What could that look like?
You have 6 seeds.
You plant your seeds in 2 pots.
What could that look like?
Go through part- part whole briefly
Then have slide which asks question- if you are working with teachers how would you justify the emphasis on part part whole
What are the benefits you have seen using it
What are the strengths and weaknesses when you have been using it in the classroom

30. Part-Part-Whole Models
Why did we do that with concrete resources?
How many other ways could you plant your seeds?
CPA
What do you think are the important messages around CPA
Not using concrete to get answers
Not about moving from stage to stage
Is about children seeing the structure through making the connections between C P and A

31. Disparity between what you are recording and the amount you see – concrete to abstract recording i.e initial thing / final thing disparity

32. Developing depth/simplicity/clarity7 2 5 7
1.9
5.1 C
Should become part of how you teach it
This slide makes point about it goes through the system
Make the link to the Unit on equivalent calculations = a b
7.4
1.7
5.7

33. Finding unknowns ? 3 7 20 ? 10 3 ? 10 ?
Highlight the inverse relationships …

34. Numicon
The children will be using numicon in class. It can be used for a wide range of things. But works really well with number bonds. Using the 10 – it is easy for children to see which numbers match up to make 10.

35. Addition
Children will need to be able to add two numbers together.
Always put the bigger number first!
e.g.
4 + 3 = 7 + = 16
Helen – Number Bonds
Sarah – Addition
Stella – Subtraction
Kelly – Counting and Ordering
Children can count the objects, use their fingers, hundred square or use a number line.

36. 9 + 3 =

37. Activity time Have a go working out these number sentences…
Use the resources on the table to help you.
5 + 4 = =

38. Subtraction
Children will need to be able to subtract two numbers together.
e.g.
8 – 3 = 5
Encourage the children to cross out or physically take away the objects.
Children can count the objects, use their fingers, hundred square or use a number line.

39. =

40. Activity time Have a go working out these number sentences…
Use the resources on the table to help you.
8 - 4 = =

41. Importance of the role of:
Repetition Challenge Mathematical language Representation (images and resources) The connection between concrete and abstract Practising makes perfect! (Importance of knowing number bonds and times-tables). Factual – I know that Procedural – I know how Conceptual – I know why