1. Parent Meeting-Maths  Presented by Linda Larsen, Sandra Clark  Anna MacDougall Mathematics Facilitator University of Waikato @ Tauranga

2. What’s happening! What's different in maths now ? To give you an insight into what stages of development are in Mathematics Ways to help your child at home.

3. Strategy is about how children solve number problems, in particular the mental processes they use. Creates new knowledge through use Strategy Knowledge Provides foundation for strategies Knowledge considers the key items of knowledge that children need to acquire.

4. Stages of Development Stage 0Emergent Stage 11 – 1 counting Stage 2-3Counting from 1 on Materials Stage 4Advanced Counting Stage 5Early Additive Stage 6Advanced Additive/Early Multiplicative Stage 7 Advanced Multiplicative/Early Proportional Stage 8Advanced Proportional

5. 12345 12345678 123123 45678 Curriculum levels Mathematics Standards Numeracy Strategy Stages Alignment Table

6. What Do Children Do? Stage 1  Ben Ben

7. What Do Children Do? Stage 2  Bede Bede

8. What Do Children Do? Stage 4  Monica Monica

9. What Do Children Do? Stage 5  Sally Sally

10. What Do Children Do? Stage 6  Hamish Hamish

11. What Do Children Do? Stage 7  Phillipa Phillipa

12. What Do Children Do? Stage 8  Tim Tim

13. What you will see in classrooms  Whole class “warm up” games for teaching number knowledge.  3 groups for maths based on their number framework stages. This may vary.  Learning Intentions will be shared with children  A modelling book for each group that contains the daily work.  Students sharing their thinking with each other  Equipment to support strategy teaching  Students working independently on practice activities, games related to the strategy or knowledge applicable to their stage.

14. Opening the Door... The Teaching Model

15. How can I support my child with maths?  Use maths talk in every day life eg read letter box numbers, car number plates….  money- change, how much do I need for 3 ice creams, how many weeks will you need to save for, can you estimate how much……  setting the table, baking, time, sharing food, travel…..

16. Key Ideas to Move Students from Counting  The number before and after a given number  What makes 5 eg 2+3, 4+1  5 and eg 5+2=7, 5+4=9  Doubles to 20 eg 9+9=18  Doubles +1, Doubles -1 eg 4+4=8 so 4+5=9, 7+7=14 so 7+6=13  What makes 10 eg 7+3, 6+4 etc  Ten and eg 10+6=16, 8+10=18 etc  How many tens and ones are in numbers eg 67 is 6 tens and 7 ones. Make it with sticks. Add 10 to 67. Subtract 10 from 67.  Skip counting forwards and backwards in 2s, 5s and 10s.

17. Key Ideas for Moving Children into Stage 6 and Beyond  STRATEGY  Students now choose from a range of strategies to solve + and - problems.  Carry out column + and – with whole numbers of up to 4 digits.  Solve multiplication and division problems using known strategies eg place value, doubling, rounding.  Solve fraction problems using multiplication and division facts KNOWLEDGE Identify numbers 0-1000,000 Forward and backward sequence by 1,10,100 to 1000 Order numbers from 0- 1000,000 Recall + and - facts to 20 Recall multiplication facts up to the 10 times tables and some corresponding division facts. Multiplication facts with tens, hundreds, thousands eg 100 x 100 = 10000, 50 x 4 = 200, 50x40=2000

18. How may students solve this problem? What knowledge do they need to solve it?  John has 53 music CD’s and he gives 29 CD’s to a friend. How many CD’s does John have left?

19. Make sense of these strategies “I use tidy numbers: 53 – 30 = 23 plus 1 = 24 I use balancing. 53 – 29 = 54 – 30 = 24 “I think of 53 -29 3 – 9 I can’t do so I borrow a ten. 13 – 9 = 4. 4 tens – 2 tens = 2. It’s 24 “I use an open number line!” 29 53 +20 +3 +1 50 +1 I use place value “53 – 20 = 33. Minus another 9. Split the 9 into 3 and 6. 33- 3 = 30 – 6 = 24 53 – 29 = 30

20. www.nzmaths.co.nz  Families sections  Parent ideas  E-ako  http://www.prototec.co.nz/maths.html http://www.prototec.co.nz/maths.html This website gives children stage based basic facts practice. It is excellent!!!  http://www.bbc.co.uk/education/megamat hs/tables.html http://www.bbc.co.uk/education/megamat hs/tables.html

21. 24 August 2015 If I know something, I can tell you in the teacher’s words. But if I understand it, I can tell you in my own words. Alix, aged 8 Hughes, Mike (2006). And the Main Thing is Learning. Cheltenham: Education Training and Support.

22. Home time.