Le Led by Mrs Grover and Mrs Wallace
• National C Curric iculu lum key id ideas • What In Inspir ire Maths is is all ll about • How we teach In Inspir ire Maths at Chilw ilwell Croft • What ‘Concrete, Pictorial, Abstract’ means and what it it lo looks lik like in in the cla lassroom
National Curriculum (2014) The national curriculum for mathematics aims to ensure that all pupils: • become flue fluent in the fundamentals of mathematics, including through varie aried an and d fr frequent prac practic ice with increasingly complex problems over time, so that pupils develop conceptual l un unders rstandin ing and the ability to recall and apply knowledge rapidly and accurately • rea reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, jus justific ication or or pr proof us usin ing math athematic ical l la lang nguage • can so solv lve pr proble lems by applying their mathematics to a variety of routine and non-routine problems with in increa reasin ing so sophis istic ication, including breaking down problems into a series of simpler steps and per perseveri ring in in see seekin ing so solutions
FLUENCY To be flu luent in in mathematics ch chil ildren should be able to… - grasp th the fu fundamentals ls of f mathematic ics - practic ice arit rithmetic ic sk skills ills - make connectio ions - become more confid fident with ith writ ritten and mental l meth thods - be be confid fident with ith what th they are doin ing and why - recall ll and apply ly th their ir knowle ledge rapid idly ly and accurately ly
Th Through flu fluency work, , ch chil ildren will ill lea learn to:
Flu luency in in Year 2: • Order the numbers from smallest to largest: 23, 32, 27, 30, 19, 41 (N (Number and Pla lace Value) • 22 - ? = 15 (A (Addition and Subtraction) • Find an object bigger than 10cm (M (Measurement) • 20 ÷ 2 (M (Multiplication and Div ivision) • Find 1/3 of 30 (F (Fractions) • Find 3 different 3D shapes in the classroom (S (Shape)
REASONING Through reasoning problems children should… - be be able le to exp xpla lain in why an answer is is rig right or r wrong - foll llow a li line of f enquiry iry to a lo logic ical l conclu lusio ion - prove th theori ries usin sing mathematic ical l lan language Reasonin ing can be thought of as the ‘glue’ that helps maths makes sense.
Reasonin ing :
Reasonin ing in in Year r 2: • Katie is trying to build a tower with 3D shapes. When she uses one shape they keep rolling off each other. What shape do you think she is using and why? (Sh Shape) • Which has more? 4 bags of sweets with 5 in each or 3 bags of sweets with 10 in each? Explain your reasoning (Multi tiplic icatio ion an and Divis isio ion)
PROBLEM SOLVING Children should be able to … - apply their mathematics to a variety of routine and non-routine situations - put maths into context - break down problems into a series of manageable steps This is is is fundamental to the mathematical development of all ll ch children.
Problem Solv lving:
Problem Solv lvin ing in in Year r 2: • Tubes of bubbles come in packs of 2 and 5. Holly has 22 tubes of bubbles. How many of each pack could she have? How many ways can you do it? (Mult ltip ipli licatio ion and Divis ivisio ion) • Four students measured their heights. Lucy was taller than Katie, but not as tall as Tim. Gary was taller than Tim. Write down their names in order of their heights, from shortest to tallest. (Meas asurement)
At t Chilw ilwell ll Croft we now use In Inspire Maths. In Inspir ire Maths is is the UK versio ion of the Sin ingapore maths programme My y Pals ls Are Here!, whic ich is is in incredibly successful. l. It It is is a mastery ry curric iculum wit ith an emphasis is on deep understanding and proble lem solv lving. The programme is is built ilt around the CPA approach.
The Concrete, , Pic ictorial l and Abstract approach to teaching (C (CPA). Concrete Pictorial Abstract CPA is is a hig ighly ly effective approach to le learning that develops a deep and sustainable understanding of maths.
CONCRETE – ch children have th the opportunity to use concr crete obje jects and manipulatives to help th them understand what re doing . . th they are
Pic ictorial l – ch children build on th this concr crete approach by using pic ictori rial re representations. Th These re representations can th then be e used to re reason and solv lve pro roblems. .
Abstract - With th the foundations fir firmly la laid, th the ch children should be e able to move to an abstract appro roach using numbers and key concepts wit ith confidence.
Concrete activity – place value Wit ith your child, make th these numbers using th the pla lace value apparatus and pla lace value chart on your tables. 46 46 132 132 671 671 209 209
Recording the concrete as pictorial – place value Now, wit ith your chil ild, record these numbers pic ictorially on a whit iteboard. . 46 46 132 132 671 671 209 209
Fin inally, recording the abstract – pla lace value Write the number to go with the concrete and pictorial.
Concrete activity – addition and subtraction Wit ith your chil ild, work out these calc lculations usin ing the apparatus on your tables. 36 + 23 = 79 79 – 45 = 46 + 37 =
Pictorial activity – addition and subtraction Now, wit ith your chil ild, record these numbers pic ictorially on a whit iteboard. . 36 + 23 = 79 79 – 45 = 46 + 37 =
Fin inally, recording the abstract – addition and subtraction Write the vertical addition or subtraction to show the calculation. 36 + 23 = 79 79 – 45 = 46 + 37 =
Helping your child at home The Gold lden Rule les Keep it it simple – practise what they are already learning at school. Keep it it fu fun – there are lots of maths games available online. Keep it it real – practise maths for real purposes such as going shopping, sorting out laundry, measuring for cooking etc. Children are more motiv ivated to le learn when th there is is a re real purpose for th their ir le learning.
Here are some examples: Sh Shape - Play ‘guess my shape’. T hink of a shape. Your child asks questions to identify it but you can only answer ‘yes’ or ‘no’ (e.g. Does it have more than 4 corners? Does it have any curved sides?) Tim Time - Practise telling the time with your child. Use both digital and analogue (hand) clocks. Number Facts - Use a set of playing cards (no pictures). Turn over two cards and ask your child to add or multiply the numbers. If they answer correctly, they keep the cards. How many cards can they collect in 2 minutes? Real l li life maths - 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.
We are currently updating the maths section on the school website so lo look out for more in information and li links to where you can fi find more ways to support your chil ild wit ith maths.
Thank you for coming. We hope we have helped you understand how we now teach maths at Chilwell Croft Academy.
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