Parent Meeting-Maths

Presented by Linda Larsen, Sandra Clark
 Anna MacDougall
Mathematics Facilitator
University of Waikato @ Tauranga
What’s happening!
•
What's different in maths now ?
•
To give you an insight into what stages of development
are in Mathematics
•
Ways to help your child at home.
Creates new knowledge through use
Strategy
Knowledge
Provides foundation for strategies
Strategy is about
how children solve
number problems, in
particular the mental
processes they use.
Knowledge considers
the key items of
knowledge that
children need to
acquire.
Stages of Development
Stage 0
Emergent
Stage 1
1 – 1 counting
Stage 2-3
Counting from 1 on Materials
Stage 4
Advanced Counting
Stage 5
Early Additive
Stage 6
Advanced Additive/Early Multiplicative
Stage 7
Advanced Multiplicative/Early Proportional
Stage 8
Advanced Proportional
Alignment Table
Curriculum
levels
Mathematics
Standards
1
2
1
2
1
Numeracy 2
Strategy Stages 3
4
3
3
4
5
5
4
6
6
7
5
8
7
8
What Do Children Do?
Stage 1
 Ben
What Do Children Do?
Stage 2
 Bede
What Do Children Do?
Stage 4
 Monica
What Do Children Do?
Stage 5
 Sally
What Do Children Do?
Stage 6
 Hamish
What Do Children Do?
Stage 7
 Phillipa
What Do Children Do?
Stage 8
 Tim
What you will see in classrooms

Whole class “warm up” games for teaching number
knowledge.

3 groups for maths based on their number framework
stages. This may vary.

Learning Intentions will be shared with children

A modelling book for each group that contains the daily
work.

Students sharing their thinking with each other

Equipment to support strategy teaching

Students working independently on practice activities,
games related to the strategy or knowledge applicable to
their stage.
Opening the Door...
Exisiting
Knowledge &
Strategies
• The Teaching Model
Using Materials
Using Images of Ma terials
Noticing then Using Properties of Numbers
New Knowledge
& Strategies
How can I support my child with
maths?
Use maths talk in every day life eg read
letter box numbers, car number plates….
 money- change, how much do I need for 3
ice creams, how many weeks will you
need to save for, can you estimate how
much……
 setting the table, baking, time, sharing
food, travel…..

Key Ideas to Move Students
from Counting









The number before and after a given number
What makes 5 eg 2+3, 4+1
5 and eg 5+2=7, 5+4=9
Doubles to 20 eg 9+9=18
Doubles +1, Doubles -1 eg 4+4=8 so 4+5=9, 7+7=14 so
7+6=13
What makes 10 eg 7+3, 6+4 etc
Ten and eg 10+6=16, 8+10=18 etc
How many tens and ones are in numbers eg 67 is 6
tens and 7 ones. Make it with sticks. Add 10 to 67.
Subtract 10 from 67.
Skip counting forwards and backwards in 2s, 5s and
10s.
Key Ideas for Moving Children into Stage 6 and
Beyond

STRATEGY

Students now choose from a
range of strategies to solve +
and - problems.
•
•

Carry out column + and – with
whole numbers of up to 4
digits.
•

Solve multiplication and
division problems using
known strategies eg place
value, doubling, rounding.

Solve fraction problems using
multiplication and division
facts
KNOWLEDGE
•
•
•
Identify numbers 0-1000,000
Forward and backward
sequence by 1,10,100 to 1000
Order numbers from 01000,000
Recall + and - facts to 20
Recall multiplication facts up
to the 10 times tables and
some corresponding division
facts.
Multiplication facts with tens,
hundreds, thousands eg 100
x 100 = 10000, 50 x 4 = 200,
50x40=2000
How may students solve this problem?
What knowledge do they need to solve it?

John has 53 music CD’s and he gives 29
CD’s to a friend.
How many CD’s does John have left?
Make sense of these strategies
I use place value
“53 – 20 = 33. Minus another
9. Split the 9 into 3 and 6.
33- 3 = 30 – 6 = 24
“I use an open number line!”
+1
+20
29 30
+1
53 – 29 =
+3
50
“I use tidy
numbers:
53 – 30 = 23 plus
1 = 24
53
I use balancing.
53 – 29
=
+1
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
www.nzmaths.co.nz
Families sections
 Parent ideas
 E-ako

http://www.prototec.co.nz/maths.html
This website gives children stage based
basic facts practice. It is excellent!!!


http://www.bbc.co.uk/education/megamat
hs/tables.html
If I know something, I can
tell you in the teacher’s
words.
But if I understand it, I can
tell you in my own words.
Alix, aged 8
18 March 2016
Hughes, Mike (2006). And the Main Thing is Learning.
Cheltenham: Education Training and Support.
Home time.