Maths Curriculum Evening March 2012. Aims of meeting To share information about how your children learn To provide an opportunity to see some of the.

Maths Curriculum EveningMaths Curriculum EveningMarch 2012March 2012

Aims of meetingAims of meeting

To share information about how your To share information about how your children learnchildren learn

To provide an opportunity to see some To provide an opportunity to see some of the activities your children experienceof the activities your children experience

To give you an opportunity to ask To give you an opportunity to ask questionsquestions

What were your experiences at What were your experiences at school?school?

Did you enjoy maths?Did you enjoy maths?

What can you remember about your What can you remember about your learning?learning?

Has your learning helped you in your adult Has your learning helped you in your adult life?life?

At The Horsell Village School...At The Horsell Village School...

Children acquire skills, knowledge and Children acquire skills, knowledge and understandingunderstanding

Children apply strategiesChildren apply strategies

Children use maths to solve problems and Children use maths to solve problems and investigateinvestigate

Children are challenged to think, Children are challenged to think, persevere and take riskspersevere and take risks

WhyWhy??

The future is unknownThe future is unknown Your children are likely to have multiple Your children are likely to have multiple

careerscareers Many of these jobs and careers have not been Many of these jobs and careers have not been

invented yetinvented yet

Therefore children need to beTherefore children need to be excited by learning and be life long learnersexcited by learning and be life long learners flexibleflexible lateral and logical thinkerslateral and logical thinkers able to solve problems and persevereable to solve problems and persevere

How do we learn?How do we learn?

We receive information in different ways and We receive information in different ways and then processthen process

VisualVisual

AuditoryAuditory

KineastheticKineasthetic

Practical EquipmentPractical Equipment

The children throughout Reception, Year 1 The children throughout Reception, Year 1 and 2 have a learning experience rich in and 2 have a learning experience rich in practical resources. They learn actively.practical resources. They learn actively.

This learning is complimented by recording This learning is complimented by recording using informal jottings, writing, pictures, using informal jottings, writing, pictures, diagrams in their maths books. This diagrams in their maths books. This recording is an extension of their thinking recording is an extension of their thinking and links with all their experiences using and links with all their experiences using resources and practical equipment.resources and practical equipment.

A huge array of resources

Learning at The Horsell Village Learning at The Horsell Village School...School...

Jumping along number linesJumping along number lines Using building bricksUsing building bricks Putting bean bags in hoopsPutting bean bags in hoops Laying the table for a teddy bears picnicLaying the table for a teddy bears picnic

All our planning incorporates the children All our planning incorporates the children acquiring and developing skills, knowledge acquiring and developing skills, knowledge and understanding in an active and and understanding in an active and engaging way within purposeful tasks and engaging way within purposeful tasks and activities that link to topics.activities that link to topics.

A toolkitA toolkit

We teach children a variety of strategiesWe teach children a variety of strategies

ANDAND

The ability and confidence to select and The ability and confidence to select and use the most use the most •ReliableReliable•AccurateAccurate•Efficient strategy for them Efficient strategy for them

Addition StrategiesAddition Strategies

Number linesNumber lines

PartitioningPartitioning

23 + 12 = 23 + 12 = 36 + 2536 + 25

= 20 + 3 + 10 + 2 = 20 + 3 + 10 + 2 = 30 + 6 + 20 + 5= 30 + 6 + 20 + 5

= 30 + 5= 30 + 5 = 50 + 11= 50 + 11

= 35= 35 = 61= 61

Subtraction StrategiesSubtraction Strategies

Number linesNumber lines

PartitioningPartitioning

35 - 12 = 35 - 12 =

= 35 - 10 - 2 = 35 - 10 - 2

= 25 - 2= 25 - 2

= 23= 23

Multiplication Multiplication StrategiesStrategies

2 x 5 What does this mean?2 x 5 What does this mean?

It actually means:It actually means:

2 lots of 52 lots of 5

2 sets of 52 sets of 5

2 groups of 52 groups of 5

Which can be represented by an Which can be represented by an array array . . . . .

. . . . .

Division StrategiesDivision Strategies

10 10 ÷÷ 5 What does this mean? 5 What does this mean?

It actually means:It actually means:

10 shared into 5 equal groups10 shared into 5 equal groups

. . . . . . . . . .. . . . . . . . . .

. .. . .

Mental factsMental facts

Knowing a multitude of number facts is crucial. Knowing a multitude of number facts is crucial. An understanding of number, their size, what An understanding of number, their size, what they are made of, where they come in the they are made of, where they come in the number system is so important.number system is so important.

This knowledge is needed when using This knowledge is needed when using strategies and when calculating using all 4 strategies and when calculating using all 4 operationsoperations

This knowledge creates confidence This knowledge creates confidence

Maths is like a wallMaths is like a wall

We need to have solid foundations in order to We need to have solid foundations in order to build. If there are any cracks or missing bricks we build. If there are any cracks or missing bricks we could stumble.could stumble.

How you can help your child at How you can help your child at homehome

Practising number facts – number bonds, Practising number facts – number bonds, doubles, halves, multiplication factsdoubles, halves, multiplication facts

Place value – looking at numbers, how Place value – looking at numbers, how many hundreds, tens and units are there? many hundreds, tens and units are there?

Reading and writing numbersReading and writing numbers Playing cards and other number gamesPlaying cards and other number games Telling the timeTelling the time CookingCooking Shopping using real moneyShopping using real money Measuring – sewing, DIYMeasuring – sewing, DIY Sharing out treatsSharing out treats

A chance to seeA chance to see

Any questions Any questions

Please take this opportunity to go and see Please take this opportunity to go and see some of the maths activities and resources some of the maths activities and resources in the classrooms and ask any further in the classrooms and ask any further questions.questions.

Thank you for comingThank you for coming