Mathematics Workshop October 2014 Miss Hughes Maths Subject Leader.

Mathematics Workshop

October 2014

Miss Hughes Maths Subject Leader

What is Mathematics?

Numbers

Shape Space and Measure

Numbers Children count reliably with numbers from

1 to 20, place them in order and say which number is 1 more or 1 less than a given number.

Using quantities and objects, they add and subtract 2 single-digit numbers and count on and back to find the answer.

They solve problems, including doubling, halving and sharing.

Problem solving examples:

When counting, don’t always begin at 0 or 1. You say a number and your child counts on from there. Count backwards from any number.

How many sausages do you want for dinner? I would like 2. I wonder if we have enough?

Can you lay the table? There are 4 of us. How many forks do we need? Can you count them as you out them out? How many would we need if 4 more people were having dinner too?

If I have 6 cherries and I am going to share them with you, how many would we have each? What if I had 7 cherries?

How many conkers have you collected? If you find 1 more, how many is that altogether? Or if you dropped 1 how many would you have left?

How many skittles have you knocked over? How could you check? How many does that leave standing?

You have made a long roll of plasticine. Show me how we can turn it into a number 3?

Look at numbers in the environment, door numbers, buses, number plates, birthday cards.

Have a set of number cards, initially from 0 to 10 and then onto 20 and put them in order. Forwards and backwards.

Daddy has 9 counters, but he has given Naomi 3. Let’s count back together as he hands them over: That’s 8,7,6 (using fingers). So Daddy has 6 left.

I have 4 apples in the bowl and have bought another 3. Count with me as I add them to the bowl. 4 already, 5,6,7. I have 7 apples now.

Playing board games, using a dice. You are on square 5 and have thrown a 3. How will you work out where you are going to land?

Counting EVERYTHING i.e. items when out shopping.

Children find it particularly hard to go from 29 to 30, 39 to 40 etc.

1 more and 1 less, with biscuits etc.

There are 4 cows in the field and 3 sheep in the other field, how many animals altogether?

Shape Space and Measure

Children use language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Water play, full, empty, half full, how many cups will it take to fill the jug? Will the big jug fill more or less cups?

Looking at the times of day and periods of time.

Looking at shapes at home and in the environment, using the correct mathematical names.

Comparing the weight of items are they heavier or lighter? Are big things always heavy?

Using 1p and 2p coins to play shops. Tapping on a 2p coin twice when counting it.

Making different amounts using 1p and 2p coins.

Looking for patterns in the environment.

Making patterns with Lego, finger painting, fruit!

Understanding the difference between a long distance and a short distance.

Using Numicon

Numicon is a maths resource that uses a series of structured images to represent numbers.

It can be quite difficult to explain to a child the mathematical concept of ‘five’.

But the Numicon shape for ‘five’ looks like ‘one less’ than six and ‘one more’ than

four.

Numicon shapes are designed to exploit three of young children’s key strengths in order to help them understand number:

Learning from doing

Learning from seeing

Children’s strong sense of pattern.

Rationale for using Numicon Quality first learning

Inclusive

Progressive

Children can understand number relationships

Children can do calculating without counting

Children learn mathematical language

Children learn to make connections and to use and apply their understanding.

Exploring and making connections

Numicon provides a structure for children to explore and make connections within a

number rich environment.

There are lots of practical experiences with Numicon in sand, water, dough and so on.

.

Importance of mathematical language

The development of children’s language is ongoing throughout all activities because mathematical

language and the way it is used e.g. familiar words used in unfamiliar context, switching between using numbers as adjectives and nouns,

can present children with problems.

Firm Foundations for all learners Ordering Numicon Shapes, giving them number names

and attaching numerals.

Grouping objects into Numicon patterns without counting.

Combining Numicon in addition.

Comparing Numicon shapes in subtraction.

Confidently using the language of addition and subtraction.

AdditionChildren can calculate using

Numicon, without relying on counting.

Using Feely bag, 2 sets of Numicon shapes 1-10, numeral cards 1-10.

Equivalence

Children learn that = means a balance – not just where to put the answer!

Use balance scales, 2 sets of Numicon shapes 1-10, word cards.

Subtraction

Taught first as “take away”

Children learn to use the action for the sign before needing to write the symbol.

Use 1 set of numeral shapes 1-10, spinners, dice and can also use subtraction covers. (Black card or grey shapes)

Place Value

Make 19 then put numeral cards underneath. Change to 15, which digit changes as the shape changes? Then build 25 – which digit needs to change this time?

Multiplication Introduced through language, action and sign.

Use Numicon pieces to show properties of multiplication.

The word “product” or the idea of finding an answer is not discussed until children fully understand the action of finding “lots of”.

Division is introduced as the inverse of multiplication.

If you would like to ask any questions please feel free and

speak to me afterwards.

There are resources at the back of the hall to have a look at.