welcome to our maths workshop primary school
DESCRIPTION
Welcome to our Maths Workshop Primary School. Adult attitude to maths. Jenny: ‘My first thoughts of mathematics are fear, not being able to do it and feeling inferior.’. DfEE 1999 (10 years ago!). - PowerPoint PPT PresentationTRANSCRIPT
Welcome to our Maths Workshop
Primary School
Jenny:‘My first thoughts of mathematics
are fear, not being able to do it and feeling inferior.’
Adult attitude to maths
DfEE 1999 (10 years ago!)
‘Parents who are confident about maths tend to have children who are also confident, and these children are ready to tackle and assimilate new ideas in a way that is impossible for children who feel uncertain about, or even fear, maths.’
I find it much easier if I have some help at
home!
78 – 12?
74 – 57?
How do you work
out….
Lancashire Mathematics Team
20 - 6
20-6
2014 15
78 - 12
7866 68
66 76 78
74 - 57
7457 60
57 67 74
Subtraction with decimals on a number
line
The many uses of a number line
Imagine:A similar situation where the pupils are
finding Problem solving with decimals (money and time) difficult to access.
The train is due to arrive at 6.45am but is 37 minutes late. What time does it arrive?
How might a number line help?
Addition - Number lines Are frequently used in each year group
and provide children with a very visual method of calculation
• 15 + 8 = • 29 + 23 =
Can you get from a starting number to 100 in 3 hops?
• 27 + ? = 100 • 48 + ? = 100• 2 + ? = 100
Number lines can help with estimating
• Where would 660 be on this number line? (demonstration)
600--------------------------------------700
• Where would 310 be on this number line?
240--------------------------------------360
I told you to use a number line!
Have a go!
• 22 – 5 =• 145 – 94 =• The bus is due to arrive at 7.35am
but is 46 minutes late. What time does it arrive?
• Sally wants to buy a CD that costs £15.60. She only has £13.45. How much more money does Sally need to buy the CD?
A number line is just a ‘picture’ of how we work out
some calculations in
our heads!
Addition & Subtraction • Using number lines:
– We add by ‘counting on’– We subtract by either ‘counting on’ or
..– ‘counting back’ depending on the
numbers involved – We also subtract by finding the
‘difference’
17 + 3 = 20
Guess the calculation…
Addition using a ‘compact’ method
No ‘Carrying’ ‘Carrying’
4 1 4 7+ 2 6 + 7 6
6 7 1 2 3 1 1
Add upIf the number in each circle is the sum
of the two below it, what is the top number?
65 8 4
Add upIf the number in each circle is the sum
of the two below it, what is the top number?
36156
5
219 12
1 8 4
Subtraction using a ‘compact’ method
• By decomposition• Uses children’s understanding of
the number system
83 – 26
8020 6
3-
70
1
750
= 57
Dart board game – regrouping and combining
numbers
5
16
8
7 3 4
2
15
Morecambe and WiseI’m playing all the right notes!
Just not in the right order!!
Decimal trails – you can use a calculator to help
This game has immense value in different ways.
It can be differentiated and used for fractions or percentages as well as simplified to be used for whole numbers.
As a team: Start at decimal hound’s nose 0.5 you have to make your way to each of the six houses (Watch out for Mad Mansion – it’s hard!). Write down your routes as you will need to read them out
First team to finish wins
Multiplication3 x 7
0 7 14
21
0 7 2114
How many???
1010 33
66 18186060
so 6 x 13 = 78so 6 x 13 = 78
Grid method of multiplication
60 + 18 = 78
A vertically expanded method links into the grid method and is a good
way of moving children on to compacted methods.
38 38 x 7 x 7 210 (30x7) 266 56 ( 8x7) 2 5
266
X 30 8
7 210 56 =266
BINGO!• Yes it’s ‘clickety click’ twenty six
(or something like that!)• BINGO is great for developing
quick mathematical skills.• It can be used in a variety of ways.• So lets have a go at 6, 7, 8, 9, 11
and 12x table Bingo.• Eyes down…
Inverse – Multiplication and Division
• We use times tables facts to help us.
23 ÷ 6
Same sum …
33 ÷ 4 =
12345678
8 remainder 1
?8r1
I just can’t get the hang
of this ‘chunking’ !
Chunking (Division) 79 ÷8 8 79 - 8 (1 x 8) 71 - 16 (2x8) 55 - 24 (3x8) 31 - 24 (3x8) 7
9 remainder 7
Division by ‘chunking’ or ‘lots of’
16 1 3 2
GozintoEquipment: Game board, 2 dice, 2
colours of counters, multiplication gridPlay in 2’s, 3’s 4’s (have a judge who’s
job is to check responses on the multiplication grid)
Rules: Throw the two dice and total up the two numbers (e.g. 5 and 3 = 8). Find a multiple of 8 on the board (e.g. 32) and place a counter on it. The winner is the one with the most numbers covered
36
2788
3072
45
7728
3310
5556
3666
35
18
40
32
9984
4224
60
4448
50
22
20
54
6396
11
6421
4840
304912
Lancashire Mathematics Centre
Key messages• Children need to develop skills such as
counting, partitioning and recombining numbers
• They need to build an awareness of the number system, value of numbers and number relationships
• They need to recall facts such as halving and doubling, number bonds and multiplication facts
• From all of these they learn to construct strategies that they can apply in many different areas
Thank you for attending tonight’s
workshop