Infant&Maths:&& Skills/based&Learning& Session1 Maths Session 1_0.pdf · The$PDST$is$funded$by$the$Departmentof$Educaon$and$Skills$$ under$the$Naonal$DevelopmentPlan,$2007A2013$ Infant&Maths:&&

The PDST is funded by the Department of Educa8on and Skills under the Na8onal Development Plan, 2007-‐2013

Infant Maths: Skills-‐based Learning

Session 1 Ge#ng Children to Think and Talk Mathema4cally in the area of Number


Early Maths What should Early Maths “look like”?

What do you hope to gain from these sessions?


Learning experiences in Maths •  Experience a sense of pleasure that comes from solving a puzzle or problem

•  Have curiosity s8mulated by formula8ng ques8ons and inves8ga8ng mathema8cal situa8ons

•  Play small group games that draw on mathema8cal skills and concepts

•  Experiment with paLern, discover rela8onships •  Beau8ful moments – surprised, delighted or intrigued! Mathema4cs Explained for primary teachers, Derek Haylock


Objec8ves

Teachers will be enabled to: •  Promote mathema8cal skills through

content of number strand •  Incorporate maths language •  Use appropriate maths equipment •  Adopt problem solving approach •  Self-‐reflect on exis8ng prac8ce


Workshop 1

SorAng •  Random collec8ons •  1,2 and 3 property sets •  Par88oning sets •  Combining sets •  Sor8ng and logic games

CounAng and No. RecogniAon •  Forwards and backwards •  Different star8ng points •  Quick recogni8on of

quan88es •  Sensible guess of quan88es


Mathema8cal Skills


Mathema8cal Skills

•  Applying and problem-‐solving •  Communica8ng and expressing •  Integra8ng and connec8ng •  Reasoning •  Implemen8ng •  Understanding and recall


Early Understanding in Number

Sor8ng RelaAonships and

OperaAons Understanding Coun8ng and number recogni8on


Key message: The Learning Process

I use materials with teacher’s direcAon I explain my ideas

I use my mathemaAcal ideas

I understand and use suitable language for

the work I do

Processes


PSC and RSGM

Number EMA


What this might look like in the classroom?


Effec8ve Teaching of Early Maths

DemonstraAon

Guided acAviAes

AcAviAes + choice Language

Discussion MATHEMATICAL

SKILLS

MATHEMATICAL CONTENT


Sor8ng: line of development

•  Sort a random collec8on •  Sort a one-‐property collec8on in one way •  Sort a two property collec8on in two ways •  Sort a three property collec8on in three ways •  Revisi8ng random collec8ons •  Par88on sets into subsets •  Combine sets •  Sor8ng and logic games


Sor8ng: What? Why?

•  At the heart of sor8ng is the no8on of a “set”. A set is a well-‐defined collec8on of objects that belong together because they have a common property. There should be no ambiguity.

•  A carefully planned programme of sor8ng ac8vi8es is a vital prerequisite to meaningful work with number

Ready Set Go p.18


How are they the same?

Why do they belong

together?

Why does this one not belong? How are they

different?


1. Towards the no8on of a set

Children will sort random collec8ons and talk about them


2. One-‐property sets

Children will sort one-‐property collec8ons in one way and talk about their arrangements



3. Two-‐property sets

Children will sort two-‐property collec8ons in two different ways and talk about their arrangements


4. Three-‐property sets

Children will sort three-‐property collec8ons in three different ways and talk about their arrangements


5. Revisit random collec8ons

Children will sort random collec8ons again and talk about them. Note language.






the work I do

Processes


6. Pictorial Representa8on

Children will use Tree/Venn/Carroll diagrams to sort for one property and talk about their arrangements Non -‐ set


No8on of a subset

•  Refining language of sets •  Sort set into a subset •  A subset is simply a set within a set •  Par88on is to divide set into parts or subsets The set of children in the class: the subset who wear glasses

A set of farm animals: the subset of cows, the subset of sheep, the subset of pigs


7. Combining sets

Children will combine 2 or more sets and talk about their arrangements


Set of Mammy bears, sets of daddy bears and a set of

Baby bears....

All back together....and we get a set of Bears!


8. Consolida8ng sor8ng using games

•  Missing piece game (p.32) •  Change Please (p.33) •  Copy Cat (p.43) •  Feely Bag (p.45) •  Guess my Secret (p.45) •  Difference of one (p.46)


Sor8ng Video

•  hLp://ppds.ie/index.php?op8on=com_content&task=view&id=331






the work I do

Processes


Early Understanding in Number

Sor8ng RelaAonships and

OperaAons Understanding Coun8ng and number recogni8on


Coun8ng and Recogni8on Line of Development

•  Count forwards / backwards different star8ng points

•  Coun8ng quan88es •  Quick recogni8on of quan88es •  Ordering numerals


PSC Number limits

Junior Infants Senior Infants

Coun8ng 1-‐10 0-‐20 Compare and order

1-‐5 0-‐10

Combine 1-‐5 1-‐10 Par88on 1-‐5 0-‐10


Let’s Count!


Examples of Mathema8cal Problems

•  Word problems •  Prac8cal tasks •  Open-‐ended inves8ga8ons •  Closed ques8ons •  Puzzles •  Games •  Projects •  Mathema8cal trails.


Sugges8ons

•  Maximise 8me spent on direct teaching •  Minimise 8me required for managing ac8vi8es

•  Provide a range of ac8vi8es matched to children’s needs

•  Ensure balance between whole class and group ac8vity

•  Oral maths (10 min), Group ac8vi8es (15-‐25 min), Round up (5 min)


Self-‐Reflec8on

•  Consider your current prac8ce •  Iden8fy opportuni8es for integra8ng ac8vi8es into current prac8ce

•  Share experiences at session 2 – what worked well, even beLer if...


Council for the Curriculum, Examina8ons and Assessment

(CCEA) in Belfast. Tel: 0044 2890261200. Ask to be put through to DistribuAons and speak to Jackie or Natasha.

Order Online: hap://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/mathemaAcs_and_numeracy/ready_set_go/

£15 + P&P (£11.30 for up to 10 manuals)

Infant&Maths:&& Skills/based&Learning& Session1 Maths Session 1_0.pdf · The$PDST$is$funded$by$the$Departmentof$Educaon$and$Skills$$ under$the$Naonal$DevelopmentPlan,$2007A2013$ Infant&Maths:&&

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