Welcome to Rush Common Primary School’s Maths Evening
Maths Evening Thursday 7 th January 2016 6.00pm – 7.30pm 6.00 – 6.30pm Welcome and introductions 6.30pm – 7.15pm Workshops Group 1 with Beth Davies and Jackie Mortland – KS1 Addition/Subtraction/Multiplication/Division and Mastery (40 minutes) Group 2 with Catherine Guiver and Laura Roberts – KS2 Addition/Subtraction/Multiplication/Division and Mastery (40 minutes)
We all use maths all day everyday! • We look at the clock to tell the time before we get out of bed. • We estimate how far it is to the floor! • We know how many degrees to turn the tap so that we get enough water without getting soaked! • We measure the cornflakes in our bowl so they don't spill over! • Well you get the picture!
New National Curriculum Maths states: • “Maths is essential to everyday life , critical to Science, Technology and Engineering and necessary for financial literacy and most forms of employment. • A high quality mathematics education …provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.”
The new expectations for the end of year 6 for Number • Pupils should be taught to: • Multiply multi digit numbers up to 4 digits by a two digit whole number using formal written methods eg 4567x97 • Divide numbers up to 4 digits by a two digit whole number using formal written methods and interpret whole number remainders, fractions or by rounding as appropriate eg 9876÷46 • Divide numbers up to 4 digits by a two digit number using the formal written method of short division
The new expectations for the end of year 6 for Number • Pupils should be taught to: • Perform mental calculations including with mixed operations and large numbers • Identify common factors, common multiples and prime numbers • Carry out calculations involving the four operations • Solve addition and subtraction multi-step problems in context, deciding which operations and methods to use and why
The new expectations for the end of year 6 for Number • Pupils should be taught to: • Read, spell and pronounce mathematical vocabulary correctly. • The emphasis is fewer objectives in more depth and opportunities to use skills and knowledge across the curriculum
Times tables test for Year 6 Every pupil in England will be tested on their times tables before leaving primary school, under new government plans. • Pupils aged 11 will be expected to know their tables up to 12x12, and will be tested using an "on-screen check". • The checks will be piloted to about 3,000 pupils in 80 primary schools this summer, before being rolled out across the country in 2017. • The "on-screen check" examination will involve children completing multiplication challenges against the clock, which will be scored instantly. • The Department for Education says it is the first use of on-screen technology in National Curriculum tests.
• Maths Dictionary • Maths for Mums and Dads • The Elephant in the Classroom
What distinguishes children who are really confident to have a go and those who panic if asked to do a calculation?
The four pillars of calculation . • A really good understanding of place value • A really good bank of memorised facts • A really good ability to double and halve • A really good set of models and images to draw upon when doing calculations .
Why is equipment so important? Some examples: Subtraction : Numicon (find the difference) Bead bar/bead string (integers and decimals)
Numicon:
Addition: Number squares Dienes 235 + 123
Multiplication: Cubes (commutivity)
Dienes: (partitioning and place value)
Maths Sliders
Division: Bead string (chunking)
How do we make our children more confident? • Gaining confidence is the key to success • Talk to your child about what they are doing, ask them to explain the task to you, Support if they need help or are unsure • Making mistakes and getting it wrong is perfectly normal, it’s how we learn. • If a child is getting everything correct then there’s not enough challenge
How do we make our children more confident? • Help them to think for themselves – don’t tell them the answer, ask them how they would set about solving the problem. • Start with what they know. • Step by step
Counting every day • Practise at home, on the way to school, in the car, wherever suits. • 1 to 100 in steps of 2 • Extend by counting backwards from 100 or 200, try counting backwards in steps of 2 or 3 • Count in 2’s, 5’s, 10’s • Count in decimals or fractions • Double or halve a number to see how far you can get • Little and often is the key for all children
• Maths should be taught actively, with lots of games, songs and problem solving Recognising numbers Writing Numbers with water or chalk Number recognition and matching
Mastery Provision • Provide opportunities to show a deep understanding of Maths across the curriculum for all children • Mastery is the ability to do something in different ways
Mastery Provision • Eg Prove it – convince me • What’s the same, what’s different • How many ways can a post-it-note represent ¼
MOST IMPORTANT BE POSITIVE when talking about Maths
Mixed Ability Classes in Year 3 • From Term 3, children in Year 3 will be taught in mixed ability classes for Maths • This fits in with our Growth Mindset ethos in school - In Mindset: the new psychology of success (2006) Carol Dweck summarized key findings from her research on the nature and impact of different mindsets. • When students develop a ‘growth mindset ’ they believe that intelligence and ‘smartness’ can be learned and that the brain can grow from exercise. Recent scientific evidence demonstrates both the incredible potential of the brain to grow and change and the powerful impact of growth mindset messages upon students’ attainment • Fixed ability thinking limits students’ attainment and increases inequality
Mixed Ability Classes in Year 3 • The implications of this mindset are profound - students with a growth mindset work and learn more effectively, displaying a desire for challenge and resilience in the face of failure. • On the other hand, those with a ‘fixed mindset ’ believe that you are either smart or you are not. • When students with a fixed mindset fail or make a mistake they believe that they are just not smart and give up. Such students frequently avoid challenge, preferring instead to complete easier work on which they know they will succeed
Mixed Ability Classes in Year 3 • The most successful countries in the world base schooling and grouping practices on growth mindset messages and beliefs, communicating to students that learning takes time and is a product of effort (Stigler & Hiebert, 1999; Sahlberg, 2011).
Mixed Ability Classes in Year 3 • Many Asian countries have education systems that are based upon the idea that learning is a process determined by effort, rather than fixed notions of ability (Stigler & Hiebert, 1999). • Schools use a range of different approaches, some have groupings or sets particularly in Maths. • We want to trial a different approach to Maths groups as part of our focus on Maths this year. • Particularly with the higher challenge of the new curriculum sometimes the barriers to Maths are tied up with the children’s perceptions of themselves not with the Maths itself.
Maths Pack To include: 40 counters 5 dice – different types Whiteboard and whiteboard pen 100 bead string Ruler Protractor Number line Number square Place Value cards or counters Plastic wallet Pack of cards £8.00 - £9.00
Any questions? • Thank you very much for giving up your valuable time this evening. • We hope you will enjoy the workshops and we would be grateful if you could take a few moments to fill out a comments card at the end for us. • Please put in an order for a Maths Pack if you would like to.
Maths Evening Thursday 7 th January 2016 6.00pm – 7.30pm 6.00 – 6.30pm Welcome and introductions 6.30pm – 7.15pm Workshops Group 1 with Beth Davies and Jackie Mortland – KS1 Addition/Subtraction/Multiplication/Division and Mastery (40 minutes) Group 2 with Catherine Guiver and Laura Roberts – KS2 Addition/Subtraction/Multiplication/Division and Mastery (40 minutes)
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