Blooming Together_ Growing a Community Garden Worksheet.docx
To be numerate St Joseph's School.ppt
1. To Be Numerate ……
St Joseph’s School
Parent Information Evening
2. Outline
O Problem Solving Activities
O How is Mathematics taught now?
O Helpful, fun and practical ideas to support
your child’s learning in mathematics.
5. Solution 53 – 29 =
OHow did you work it out?
OWhat happened in your head?
Share your different strategies with the
people around you
6. Make sense of these strategies
“I use tidy
numbers:
53 – 30 = 23 plus
1 = 24
I use balancing.
53 – 29 =
54 – 30 = 24
“I think of
53
-29
3 – 9 I can’t do so
I borrow a ten. 13
– 9 = 4.
4 tens – 2 tens = 2.
It’s 24
“I use an open number line!”
53 – 29 =
29 53
+20
+
2
0
30
+3+1
50
+1 +1
I use place value
“53 – 20 = 33. Minus another
9. Split the 9 into 3 and 6.
33- 3 = 30 – 6 = 24
8. Solution 47 + 28 =
OHow did you work it out?
OWhat happened in your head?
Share your different strategies with
the people around you.
OCan you think of any other ways to
solve the problem?
9. Make sense of these Strategies
“Four rows of ten is 40 and two
rows of ten is 20, so 40 + 20 =
60 with 7 and 8 left !
double 7 = 14 plus 1 =15
so there are 75 children”
“I use tidy
numbers:
50 + 28 = 78
78 - 3 = 75”.
“I think of
47
+28
7 plus 8 is 15, so
that’s 5 and carry
one 10. 4 plus 2
is 6 plus one more
ten is 7. so the
answer is 75”
“I use an open number line!”
47 75
+3
+20 +5
47 + 28 =
I have split one of the
numbers
47 + 20 = 67; 67 + 8 = 75
11. Solution 4 x 24 =
O How did you work it out?
O What happened in your head?
Share your different strategies with the
people around you.
O How else could this problem be solved?
12. Make sense of these Strategies.
“I used place
value 4 x 20 = 80.
And 4 x 4 = 16.
80 + 16 = 96
I used doubling and halving.
Double 4 = 8, half 24 = 12.
8 x 12 = 96
“I think of
24
X4
4 x 4 = 16. Put
down the 6 and
carry the 10.
4 x 2 = 80 +
another ten = 90
90+6 = 96
4 x 24 =
“I use tidy numbers:
I know 4 x 25 = 100.
100-(1x4) = 96.
“I know 24 + 24 = 48.
48 + 48 = 96
13. Goals
O developing multiple flexible thinking strategies
O mental and oral before written standard vertical
forms
O make decisions about the smartest strategy to
use on any given problem.
O challenge children to achieve and develop a
positive attitude towards learning mathematics.
O enabling students to have a really good
understanding of what they are learning and
why
15. The NZ Numeracy Framework
O Each Numeracy Stage highlights key knowledge
and strategy that a child should know.
O Strong knowledge is essential for students to
broaden their strategies across a full range of
numbers.
Strategy Knowledge
Creates new knowledge through use
Provides the foundation for strategies
16. Knowledge and Strategy
OKnowledge – Number
Identification, Number sequence and
order, Grouping and place value, basic
facts
OStrategy – Addition and Subtraction,
Multiplication and Division, Fraction and
Proportions
17. Numeracy Stages
O Emergent
O One to One Counting
O Count from one on Materials
O Count from one by Imaging
O Advanced Counting
O Early Additive Part-Whole
O Advanced Additive Part-Whole
O Advanced Multiplicative
O Advanced Proportional
Counting
Strategies
Non Counting
Strategies
19. Teaching
OModel and support children
understanding using a
researched teaching model.
Using materials
Thinking about what would
happen with the materials
Working only on numbers
O Each level is dependent on the
knowledge and strategies
developed at the previous level
Working only with
numbers
Imaging
Materials
Using
Materials
20. How can parents help?
O Asking questions … “How did you know that?”
“Tell me how you worked that out.”
O Tell your children when and how you use
maths – talk about maths.
O Developing a child’s knowledge is a key to
their success and development in
mathematics.
O Allow your child to make mistakes and ‘take
risks’.
