Maths at Grovelands
2016-2017
During this session…
Vocabulary
Problem solving using resources
How to support your children at home
What are the
characteristics
of a child who is a
successful Mathematician?
From the early stages onwards, children and
young people should experience success in
mathematics and develop the confidence to:
• take risks
• ask questions and explore alternative
solutions without fear of being wrong
• enjoy exploring and applying mathematical
concepts to understand and solve problems
• explain their thinking and presenting their
solutions to others in a variety of ways
• reason logically and creatively through
discussion of mathematical ideas and
concepts
• become fluent, flexible thinkers able to see
and make connections
National Curriculum
‘The national curriculum for mathematics aims to ensure that all
pupils:
• become fluent in the fundamentals of mathematics, including
through varied and frequent practice with increasingly complex
problems over time, so that pupils develop conceptual
understanding and the ability to recall and apply knowledge rapidly
and accurately
• reason mathematically by following a line of enquiry, conjecturing
relationships and generalisations, and developing an argument,
justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of
routine and non-routine problems with increasing sophistication,
including breaking down problems into a series of simpler steps and
persevering in seeking solutions’
Work systematically
Children should learn to work in a systematic way,
in an orderly manner and by finding all
possibilities, e.g.
1 + 9 = 10
2 + 8 = 10
3 + 7 = 10
4 + 6 = 10
Etc
Children can then discuss what patterns they
notice are developing. Can they begin to predict
which other numbers would appear later in the
pattern?
Key Vocab
multiply
calculation
polygon
Children MUST have a good
understanding of all the
sum
add
appropriate mathematical
vocabulary
digit
vertices
product
decimal
ones
divide
number
Task: On your tables can you
match the vocabulary to the
definition?
Here are five numbers that make a
pattern.
What could the missing numbers be?
Find of all the possibilities.
?
84
76
68
?
Thinking Mathematically
Sometimes, always, never true?
Odd number + odd number = even number
Making generalisations
Any 3 sided shape is a triangle
Sometimes, always, never true?
Odd number x odd number = odd number
An odd number is an even number
add 1
Thinking Mathematically
Use the digits 7 5 3 4 1 to make a 3-digit number
and a 2-digit number.
What’s the greatest total you can make?
What’s the smallest?
What totals between these can you find? Put the
totals in order.
What’s the greatest even total you can make?
What’s the smallest?
What’s the greatest odd total you can make?
What’s the smallest?
A total nearest to 500? 300? Etc.
Have a go!
Find all the different ways of making:
75p
Have a go!
The answer is 40.
What is the question?
How you can help at home
Number bonds to different amount e.g. 10, 20, 50, 100.
Using practical resources.
Counting in different amounts e.g. 2s, 5s, 8s.
Learning times tables- any order and division facts.
Recognising coins, making different amounts and finding change.
Looking at shapes in the real world and discussing properties.
Cooking- weighing and measuring different ingredients.
Relating time to daily routines and telling the time – analogue and
digital.
• Sitting with your child each week whilst completing home work.
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Resources
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Nrich- problem solving activities
Number lines and 100 squares
Maths dictionary- Usbourne books
Money- coins from your wallet/ purse
Time- using a clock that you can manually move the arms
Times tables posters
Key vocabulary posters
Any questions?
nd
22
Tuesday
February
2.30pm