2. Our Aims
For children to be confident and
competent with numbers and
measures, so that they can tackle
mathematical problems
independently, applying what they
know.
3. Block A
Counting,
partitioning
and calculating
Block B What is My Child
Taught?
Securing number
Facts, understanding
shape
Block C
Handling
data and measures
Block D
Calculating, measuring
and
understanding shape
Block E
Securing number
facts, calculation
and relationships
4. How Do We Teach This To Your
Child?
• Dedicated maths lessons each week
• Spiral planning so that lessons build on the children's
previous knowledge
• Each session begins with a mental and oral starter
followed by the main teaching topic. The children
then work individually, in pairs or groups on an activity
to practise what they have been learning. The class
usually come together at the end to discuss their
learning and the teacher addresses misconceptions.
5. Mental and Oral Starter
Counting hoop
Number line
Swinging Bagpus
http://www.ictgames.com/save_the_whale_v4.ht
Save the Whale (number bonds to 10)
Lesson on Measure
6. Counting, Partitioning and
Calculating
• Counting
• Estimating
• Sequencing
• Read and write numbers in figures and words
• Place value and ordering
• Comparing
• Say number 1, 10, or 100 more / less than a
number
17. Calculations
• Addition and related vocabulary
add, more, sum, total, altogether, equals, how
many
• Subtraction and related vocabulary
take away, subtract, how many are left, how
much less is… difference between, how many
more to make…
• Know by heart addition and subtraction
facts
18. Solving Problems
• Making decisions; deciding which operation
and method of calculation to use
• Investigate a general statement about
familiar numbers or shapes
• Recognise simple patterns and relationships,
generalise and predict
• Give explanations how problem was solved –
involving money, measures and real life
context
19. Separate
I collected 15 shells. My sister didn’t have
any so I gave her 4 of mine.
How many shells do I have now?
Result unknown:
15 – 4 = ?
20. Problem Solving
Bean Bag bucket challenge!
Dan threw 3 beanbags. Each bag went into a bucket. More than
one bag can go in a bucket.
Score Score Score Score
1 2 3 4
What is the highest score Dan can get?
Find 3 ways to score 6.
Find 3 ways to score 9.
25. What can you do?
• 100 squares (cut up and reassemble, mark multiples 2, 5, 10 and
spot patterns)
• Number lines (horizontal, vertical)
• Unifix, multi-link
• Money coins Use real money in shopping situations
• Board games
• Dice, Dominoes, Cards
• Talk about shapes you see whilst out and about. Use words like
bigger, smaller, higher, curved and flat faces
• www.kented.org.uk
• www.hamiltonathome.org.uk Video clips of practical ways in
which parents can help children. Look for 5 – 7 age range.
• Blog page
• Make it fun!!!
sinead. This is an informal session. If you have any questions-please feel free to ask
5 main strands in the national stratetgy that starts throughout year 1-year 6. Your child will learn to work collaboratively with their peers and become more indepdent in their learning. Calculate efficiently is in B D + E sinead Secure Knowledge of number facts + use and apply them appropriately B + E Count compare + order numbers and describe relationships between them A + E
Lindy. We have 3 maths sessions plus spot maths sessions throughout the week. This is often in context. Do a maths lesson on measure? Week 5 show activ flip
Lindy Mental and oral swinging bagpus and counting hoop main session on xxx internet game- show children’s work of the session, outside pictures
Explain partitioning. what do we mean by counting… counting objects one to one, what number can they count to, what a number means patterns chris
Chris: I’m going to show you some pictures and I would like you to tell me ‘How many?’ Counting + number lines bef. Amy on computer
Chris How do you know? Chris chirs
This might not be subitisizing could have learnt from the dice/dominoes chris
chris
chris
chris
chris
Links to number lines, counting stick and number hoop, counting hedgehog. Sinead
Bead bar, sumthings Sinead
number stick horizontal and vertical hoop number line decimals/fractions Sinead parent order of decimal points
Lindy We use a plethora of vocabulary with the children. This starts very Practical, counters, objects moving on to writing problems. We are looking for the understanding. Children are often encouraged to create their own problems, involving selecting for example, number cards, dominoes, using dice and recording these. They are learning how to record these practical problems.By the end of the year knowing numbers that love eachother such as 5+5 make 10 speed up there calculations ability. BONDS to 10 7+3, 2+3 etc read through
Sinead The children are given lots of opportunities to solve problems as part of their pracitcal maths. We are going to share ways of solving problems with you. The pupils often have to interpret word problems, looking for the information they need to work out what type of problem they are solving. mistakes, finding patterns, 5R’s etc Sinead problem solving exmplae
Taking items from a set sinead
Problem solving bucket beanbag- sinead Could change it to a change unknown 5 + ? =12
Show shapes, equipment that is on tables Lindy Suggest and use simple measuring equipment, reading and interpreting number scales with increasing accuracy Understand and use vocabulary related to time; know and use units of time; read time from clocks; solve problems involving time Describe and classify common 3D and 2D shapes according to their properties Describe positions and directions Describe movements – in a straight line and turning, and understand angle as a measure of turn. Play guess my shape. Show individual clocks
Chris- handling data
chris
chris
Lindy talk about booklet show ictgames on blogsite.hamilton home activities
