MathematicsParents Evening

May 2011

Learning to Do:Future FocusedCreativityEnviro ActionThinkingCommunicating

Learning to Know:General knowledgeInquiryIndependenceLove of Learning

Learning to Be:IntegrityWellbeingResilienceSensitivityResourcefulness

Learning to Get Along With Others:Co-operationRespectEmpathyTolerance

So what does that mean in Maths?

Abbott and CostelloShift from Knowing Process/DoingFocus on building and transferring the skills and

dispositions for the 21st century learner. What are these??? Having a strong numeracy baseMaking connections InvestigatingProblem solvingCollaboration

What does these look like and how are they

played out at Stanley Avenue?

Junior Syndicate

Targeted learning groups60% - 80% Numeracy – Building the foundationProgressionsExamples of Strategies

One to One CountingCounts from One on MaterialsCounts from One by Imaging

Middle SyndicateTarget learning groups50% - 70% NumeracyProgressionsExamples of strategies

Advanced CountingEarly Additive Part-WholeAdvanced Additive Part-Whole

Integration of strand

Your turn How many cars are in each line?

How many lines are there?

How many cars are there

altogether?

If you had four more rows,

how many cars would there be?

Senior SyndicateTargeted learning groups40% - 60% NumeracyLarger emphasis on StrandProblem solving – investigating – Collaboration Examples of activities:

Otago problem solvingMathleticsPractical tasks around the schoolFIO booksWorksheets

Your turn

Problem solving

1 - Last week Temepara bought a chocolate bar from the sweet counter and paid with a $5 note. The change she received consisted of one of each New Zealand coin. How much did the chocolate bar cost?

2 - Each of the numbers 1 to 7 is placed in a circle on the right,

so that the total of the three numbers along each of the three

arms of the Y is 14.What number goes in the middle circle?

3 - Homer began peeling a pile of 44 potatoes at the rate of 3 potatoes per minute. Four minutes later Marge joined him and peeled at the rate of 5 potatoes per

minute. When they were finished, how many potatoes had Marge peeled?

What you can doCOUNTING

Cars, shells on beach, pegs, run around the house (time, distance), how many steps you walk, count backwards.

IDENTIFYING NUMBERS Letter boxes, number plates, speed signs, how many km’s to go, number

cards, combine numbers.

NUMBERS BEFORE AND AFTER Letter boxes, say a number, write numbers down, use dice.

ORDER NUMBERS Number cards, write numbers down.

BASIC FACTS Pairs to 20, doubles, time tables.

What you can doPROMOTE AND GIVE THEM OPPORTUNITIES TO

DO MATHS:Involve your children in the financial decision making-

Pocket money, shopping etc.Landscaping, fencing, creating charts that promote

routinesGames - Bingo, MonopolyDiscuss and talk to your children about the learning in

Maths. Support them with their home

learning.

And continue to…

be supportive, interested and positive towards Maths.

listen – Their solution or method might not be the same as yours.

For more information:

Go to: www.nzmaths.co.nz

And finally