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

Ilam SchoolMathematics I – Opener

10th September 2015

Sue Graham PLD 2015

I-Opener Overview

1. Mathematics for families: www.nzmaths.co.nz

2. Basic Facts and written algorithms

3. Mathematics expectations Sue Graham PLD 2015

Mathematics for families www.nzmaths.co.nz

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NZMaths.co.nz families intro video http://nzmaths.co.nz/introductory-video

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Supporting School Maths: maths tips by year level

(nzc Maths at School & Helping at Home booklets)

http://nzmaths.co.nz/supporting-school-maths

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Helping at Home booklet examples

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Finding Curriculum Content What are the children doing

at each stage and level?http://nzmaths.co.nz/home-school-partnership-numeracy-handbook

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What do you mean

learn basic facts?

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Looking in the Ilam Classroom Windows: practicing basic facts

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Just to get you thinking

Add these numbers:

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123456789

How does this build on previous knowledge?

16+4

63+7

51 +49

200+800 Sue Graham PLD 2015

So do they still learn

times tables?

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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

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Patterns in tables: What do you notice?

9x1 = 99x2 = 18 9x3 = 279x4 = 369x5 = 459x6 = 549x7 = 639x8 = 729x9 = 819x10 = 90

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48

1 x 482 x 244 x 128 x 6

16 x 3

Looking in the Ilam Classroom Windows:using times tables and division facts

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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

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Four Fours ChallengeUsing four 4s make every number

from 1-20.

x ÷ + - ( ) √4 4 4/4

You can use all maths operations

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2

Algorithms, algorithms, algorithms…

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Written algorithm form Vs mental strategies:

Multi-Level Rich Task example: Place Value Lego Problems

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How do attitudes to mathematics effect progress and achievement?

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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.

https://www.youtuv=ElVUqv0v1EE Sue Graham PLD 2015

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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.”

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• “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

Sue Graham PLD 2015