parents maths presentation - warren road primary school€¦ · · 2016-01-286 x 5 –7 x 4 = 92...
TRANSCRIPT
Our 2014 national curriculum states that “the expectation is that the majority of pupils will move through the programmes of study at broadly the same pace” and that “pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content”.
The intention of these approaches is to provide all children with full access to the curriculum, enabling them to achieve confidence, competence and a deeper understanding – ‘mastery’ – in mathematics, rather than many failing to develop the maths skills they need for the future.
IN RECEPTION IN YEAR ONE
Spot the mistake:
5,6,8,9
What is wrong with this sequence of numbers?
True or False?
I start at 2 and count in twos. I will say 9. True or
False?
IN YEAR TWO IN YEAR THREE
Continue the pattern
90 = 100 – 10
80 = 100 – 20
Can you make up a similar pattern starting with the numbers 74, 26 and 100?
Make up an example
Create numbers where the digit sum is three.
E.g. 120, 300, 210
What is the largest/smallest number?
IN YEAR FOUR IN YEAR FIVE
Do, then explain
5035 5053 5350 5530 5503
If you wrote these numbers in order starting with the largest, which number
would be third?
Explain how you ordered the numbers.
Missing numbers
6 x 0.9 = x 0.03
6 x 0.04 = 0.008 x
Which numbers could be written in the boxes?
IN YEAR SIX
Which is correct?
Which of these number sentences is correct?
3 + 6 x 2 =15
6 x 5 – 7 x 4 = 92
8 x 20 ÷ 4 x 3 = 37
Open-Ended Questions
Jack went into a shop with £10. He only got silver
coins in his change. What amount could he NOT have spent? Why?
Jane has three bears. Two more are added. How many does she have now?
8 people are on the bus. 4 more get on. How many people are on the bus now?
There were eight balloons, but two of them popped. How many are left?
There are 20 children in a class, but three are away. How many are there today?
ADDITION SUBTRACTION
� 29 + 46 =
� 17 + 15 + 13 =
� 25 + 26 =
� £3.99 + £4.99 =
� 4.6 + 5.4 =
� 16 – 5 =
� 25 – 19 =
� 2003 – 1998 =
� £10.00 – £6.99 =
� 5.2 – 2.6 =
• Cooking.Measure ingredients and set the timer together.
• Practise counting up to twenty and then back to one.
• Find the same amount of different items to help your child understand what numbers mean. For example, find 3 spoons, 3 hats, or 3 socks.
• Play shops. You could make pretend money or use Monopoly money for your play shop, and use items around the house as shop items. By 'buying' things with play money, your child begins to understand that different things cost different amounts of money.
• Cooking. Measure ingredients and set the timer together.
• Play with cards. Take 2 cards and add the numbers together, the player with the highest number wins. Try it with subtraction, multiplication, and division too.
• Play board games like Connect 4, Jenga, Yahtzee, Snakes and Ladders or Dominos.
• Explore quantities by asking them to think about how many different ways they can make 50p. For example how many 10p coins do you need to make £1.
• Cooking.Measure ingredients and set the timer together.
• Use newspapers. Talk to your child about percentages in special offers, the probability in the weather reports, the length of TV shows and compare the salaries in the jobs section.
• Solve maths problems at home. For example 'we have 3 pizzas cut into quarters, if we eat 10 quarters, how many will be left?
• Journeys. Ask them questions like how many miles or kilometres have we travelled, how many are left and what time should we get to our destination