Maths Workshop – Year 3
0.62 x 37.5 + 3.8 x 3.75
0.125 x 0.8
How would you solve these?
• What we’re doing at school to facilitate a deep
conceptual understanding of maths (mastery).
• What you can do at home to support your
child.
What we are doing at LJS
Helping children to
understand; not simply
do maths.
Representation
and structure
• Mathematical tools should be
seen as supports for learning.
But using tools as supports
does not happen
automatically. Students must
construct meaning for them.
This requires more than
watching demonstrations; it
requires working with tools
over extended periods of time,
trying them out, and watching
what happens. Meaning does
not reside in tools; it is
constructed by students as
they use tools.
Deep Mathematical Thinking
• Superficially simple
questions that are torn
apart and discussed by
the children.
• 9+9=
• How did you complete
this calculation?
• Can you do it another
way?
Fluency
• Being efficient and accurate with a calculation.
• Students show flexibility in solving a
calculation. May require a column method to
deal with unwieldy numbers or a quicker
mental method.
• All this comes through depth of learning.
How quickly can you solve these?
472 − 9 =
630 ÷ 9 =
8+4=
+5
12 − 6.01 =
68 = 59 – 38
5×4×7=
48 × 2.5 =
× 25
50,000 − 500 =
39 ÷ 3 = 3.9 ÷
Consider the strategies you used?
What has made you fluent?
How might our children do them?
Support at home
• Big Maths
• Games
• Let’s play . . .