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Working together with mathematics
Workshop for parents‘Anytown’ School
Which of these words would you use to describe mathematics?
Maths is…
easy
hard
exciting usefulscary
frightening
important
uncomfortable
fun challenging
boring
Maths is like cabbage…
…you love it or hate it, depending on how itwas served up to youat school!
Maths learning and teaching has changed (for the better!)
It is more active and collaborative than it used to be ‘Having a go’ and ‘talking maths’ are encouragedMental methods (being able to work things out in your head) are more important than written methods
What maths have you done already today?
Can I risk another 5
minutes in bed when I’ve got so much to do before taking
the children to school/going off
to work?
Have I got time to put a load of washing in the machine before
going out?
What time do I need to leave if I’ve got to drop
Charlie off at mum’s before going to the meeting at
school?
Have I got enough
petrol in the car to get me to school and
back?
Have I got time and space to overtake the car in front
that’s going so slowly?
These are all examples of estimating:
the passage of timecapacityspeedduration of time
Was any of it written down?…!
Some other examples…
Do I need a trolley, or will a
basket do, given that I only need a carton of milk and a loaf
of bread?(Estimation of weight)
We always get this one wrong!
Will this sale price sweat
shirt do for Joe for next year as well, given the rate he’s
growing?(estimation of time &
growth rate)
Have I got enough cash to
pay for all this, or will I need to use
my bank card?
(estimation of cost and available money!)
Will I be able to remember my ‘chip and pin’
number?
Can we afford to re-carpet
the living room this
month, given that the carpet
is £20 a square metre?
(estimation of area & money)
Try this calculation!
3006 – 2998 =Did you do this?
3006 - 2998
NB You can do it in your head. It is quicker, easier and more efficient to count up eight from 2998 to 3006 than to use a written method.
What about this one?
37+28
When you do this, 37 + 28
65you add up from right to left.
If you do it in your head you will work from left to right adding the tens up first.
Empty number lines
+2 +6
2998 3000 3006
Empty number lines
+30 +7
28 58 65
45 34
70 9
79
40 30 70 + =
5 4 9
45 34 79
We want our children to develop a ‘feel for number’ so that …
They know the size of the numbers and where they fit into the number system.They know number facts, such as number bonds to 10, 20 & 100, & are able to recall multiplication and division facts.They understand place value and partitioningThey know the relationship between the operations.
Try this worksheet!
Look at these numbers:54 67 13 98 46 41
Put them in order from smallest to largest on this line
Look at these pairs of numbers and put a ring aroundThe larger one of each pair
61 16 28 84 95 39
The snake and ladder game
How would you do these?
102-97
102-7
Play games that involve counting
‘Fish for Ten’ game
Deal 7 cards to each personEach player finds pairs of numbers that total 10 (aces are 1 and queens are 0) and places the pairs on the tableThen take turns to ask another player for a card you need to make a pairWhen asked, you must give the card if you have it. If not say, ‘Go and fish for it!’The player can then take a card from the pool to try and make another pair
Number relationships
If you know that
5+3=8 what else do you know?
3+5=8 8-5=3 8-3=5
50+30=80 15+3=18 180-50=30
Involve your child in shopping
Children these days have less opportunities than we did to use moneyAdults use money differently from twenty years agoHelp your child to recognise coinsand understand equivalent valuese.g. 5p=1p+1p+1p+1p+1p
5p=2p+2p+1p
Measures from shopping
Play money games with them
‘Collecting cash’ game
Do we create an atmosphere at home where exploration and ‘having a go’ is seen as more important than getting the answer right?Do we provide a rich and interesting home environment with plenty of opportunities for problem solving with numbers, measures and shapes?Do we use opportunities to talk about maths?
Remember!
Be positive even if you don’t feel itAsk your child to explain to you how they are doing their maths (it may be different to the way you were taught)‘Talk’ to them about and involve them in everyday mathsAsk the teachers if you have any questions about the maths your child is doingHave fun!