What does maths look like for us at Fleetville Infant School?

What does maths look like for usat Fleetville Infant School?

Creative Maths

• I was no good at maths at school.

• I hated maths.

• Maths is what your Mum/Dad is good at, don’t ask me!

Importance of confidence/ super turtle growth mind set. How to be like Super Turtle

Fixed Turtle

Thinks…….

Can’t learn more

Likes things to be easy

Can’t cope with problems

Gives up when its hard

Super Turtle

Thinks…….

Can keep learning more

Loves to learn new things

Exciting to have a challenge

Never gives up

Talk for maths• Why is talk so important?• Gives children confidence to tackle problems• Gives children ownership over their learning• Gives children the language they need to talk

about their learning• Gives them the opportunity to become

familiar with maths vocab• AFL

Strategies we use to teach- number, counting and calculations.

NUMBERWhat are we using when we do maths?

• Numbers are abstract ideas. 5 is only 5 because we as a society have agreed it is called five.

• As adults we have made connections and have a concept of what 5 (and other numbers) could be. We have to develop this in our children. The more concepts we can give them the better their understanding.

Concept image of 5

3+2=

Developing your child’s understanding of number

• Singing number rhymes.• Talking about how many, how many

more/less, sharing objects.• Looking at door numbers and numbers in the

environment, laying the table. Everyday activities.

Counting

• Counting rhymes. • Counting in 1’s forwards and backwards• Counting in 10’s.• Counting objects/sweets etc at home.

Addition• Starting with objects/visuals• Then labelling• Children are encouraged to develop a mental

picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, and objects.

recording calculations using pictures

Addition

• Introducing a number sentence

Addition

• Introducing a number line and 100 square.• Practically first, then moving onto written.• Finally to the open number line.

Addition

• Open number lineThen helping children to become more efficient by adding the units in one jump (by using the known fact 4 + 3 = 7). 34 + 23 = 57 [[ 34 44 54 57

+10 +10 +3

They use numberlines and practical resources to support calculation and teachers demonstrate the use of the numberline. 3 + 2 = 5 ___________________________________________ 0 1 2 3 4 5 6 7 8 9

+1 +1

DEVELOPING CALCULATION STRATEGIES

• Numicon can be used to develop number bridging strategies and can work alongside written methods in order to allow children to move away from the concrete resource when they are ready. EG. 34+8=

Starts with Numicon number line and shapesBridge through ten.

Moves to written

34 40

+6 +2

42

Subtraction

• The language of subtraction-• Take away, minus, difference, less than, fewer.

MultiplicationRepeated addition• 3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 5 x 3 • Repeated addition can be shown easily on a number line: 5 x 3 = 5 + 5 + 5

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

5 5 5

Multiplication

• Arrays

5 x 3 = 15

3 x 5 = 15

MULTIPLICATIONACTIVITY

Please solve 4x3 using the resources.

4 colours pegs in rows- arrays.Tower repeated addition.Along a number line with shapes

What would 0.4 x 3 be? Can be easily used to solve decimal problems.

Division• We start using objects and Counting into groups.• Knowing that halving is dividing by 2 and sharing

objects into groups.• Counting in 2s,5s, 10s• Later beginning to use numbers.• Children use times tables knowledge to work

out the division as well as practical resources and drawings.

• Remainders- written as a fraction.

DIVISION

Put 20 on a Number line. How many 5s in 20? Place the 5 tiles over the 20. how many are there? How many groups of 5?

PARTITIONING

• Children need to be able to partition numbers quickly and confidently.

• Partition 9…

• Now try a 2 digit number -think about 10s and units.