Numeracy Development Workshop

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Numeracy Development Workshop

• Bishop Edens Primary School
• 2013

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Terminology

• Maths
• Mental Maths
• Problem Solving
• Numeracy and Mathematics in Curriculum for
  Excellence

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Curriculum for Excellence

• http//www.educationscotland.gov.uk/thecurriculum/
  
• http//www.educationscotland.gov.uk/learningteachi
  ngandassessment/curriculumareas/mathematics/eandos
  /index.asp
• http//www.educationscotland.gov.uk/learningteachi
  ngandassessment/learningacrossthecurriculum/respon
  sibilityofall/numeracy/index.asp

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Areas within Numeracy and Maths

• Number, money and measure
• Estimating and rounding 0-4
• Number and number processes 0-4
• Multiples, factors and primes 2-4
• Power and roots 3-4
• Fractions, decimal fractions and percentages 0-4
• Money 0-4
• Time 0-4
• Measurement 0-4
• Mathematics its impact on the world, past
  present and future 1-4
• Patterns and relationships 0-4
• Expressions and equations 1-4

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Areas within Numeracy and Maths

• Shape, Position and Movement
• Properties of 2D shapes and 3D objects 0-4
• Angle, symmetry and transformation 0-4
• Information Handling
• Data and analysis 0-4
• Ideas of chance and certainty 1-4

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Numeracy in Life

• Before a baby is even born we are already
  obsessed with the numbers involved
• At the early stage of life 0-24months we become
  obsessed with milestones, many of which involve
  numbers/measurement
• Our lives are ruled by numbers give me
  examples

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Pre-school development in maths (Physical and
Cognitive)

• Feeding
• Sequencing
• Rhymes
• Numeral Signs
• Puzzles
• Jigsaws
• Birthdays
• Shapes
• Mark making
• Using a variety of media tv, comics
• Development of pictures (Foundations of writing)
• Interest in environmental print
• Pencil grasp
• Directions

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Early Level (Nursery 3 P1)

• Multi sensory interaction with numbers and maths
  displays, songs, sand tray, water tray
• Practical experiences (Child at the Centre)
  counting with material, sorting into groups,
  sets, sharing, properties
• One-to-one correspondence
• Oneness of one
• Use of ICT
• Language of maths becomes very obvious,
  instructions are clear and have purpose i.e. does
  the pupil understand the meaning of share, equal,
  same, group the understanding they will need to
  move forward with maths
• Language written words written numerals
  picture representations they are all the same
• Usually work within 100 moving forwards and
  backwards and beginning simple additions and
  subtractions

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First Level (P2 P4)

• Layout and ways of finding and recording answers
  become very important chimney sum, HTU, decimal
  points, division and multiplication
• Mental agility
• Using proper units of measurement and begin to
  make judgements
• Introduction to multiplying, dividing and the
  systematic approaches to working these out,
  learning times tables and why we should
• Maths is further developed through the use of
  everyday language problems to back up the need to
  learn certain aspects
• EXAMPLE 35 divided by 7 or written in the book
  as a division or 7 children go to the cinema and
  it costs 35, what is the cost of one child?

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Second Level (P5-P7)

• Mathematical work becomes far more purposeful,
  based on previous knowledge with a greater link
  to real life situations and what pupils will need
  to know long term
• Problem solving, mental agility and written work
  all must work together now to help the pupil
  achieve their potential
• Pupils are encouraged to show evidence of their
  working as this is recognised in the Secondary
  school as an important indicator as to whether or
  not they understand they questions and what they
  must do to work out the answers in exams, this
  can give them marks even if the end answer is
  incorrect
• Areas within maths are often tied together in
  problems requiring them to have a broad knowledge
  of maths i.e Katie planned to travel 632 miles
  over 5 days, on average what will she travel per
  day? How many miles will she have travelled by
  the third day? It actually took her 7 days to
  cover the distance, on a daily basis, how much
  less did she travel? What would her hourly rate
  of travel be for both of these journeys in
  kilometers?
• Offers in Supermarkets nasty but always
  worthwhile to work out!

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Resources we use in Bishop Edens Primary

• Textbooks
• Teejay in CFE level but split further Early in
  booklets, 1a and 1b, 2a and 2b, 3a.
• Mental Maths/Active Maths
• Heinemann Active Maths in Early, First and
  Second, Peter Patilla handbooks, lots of concrete
  materials in classes
• Learning through play
• Playground equipment, playground staff trained in
  games, variety of games, puzzles and things that
  pupils and staff bring in throughout the school
• Homework
• Maths games and activity cards, Teejay homework
  sheets

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• Teach
• Model
• Support
• Assess
• Improve

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Assessment of Maths in Bishop Edens Primary

• We have purchased assessments of each experience
  and outcome in addition to diagnostic tests which
  can be used at any time with pupils in the school
• Incas (through Durham University) provides us
  with tracking information at P3, P5 and P7 of
  maths (in addition to other areas on the
  curriculum), the information can be analysed to
  determine whether pupils are working to their
  potential and if they are improving at an
  appropriate rate for themselves.
• We use our forward plans to target individuals
  who may need support and can evaluate how they do
  by assessing their work together.
• We complete the SPP twice a year in reflection of
  how the pupil is achieving in class.
• We select a best piece of maths work for their
  Pupil Portfolio every term.
• We are always assessing on a day to day, through
  asking pupils questions, using AIFL practises as
  well as good old fashioned marking of work,
  however, as much as possible this is done with
  the pupil as that is how to have real impact on
  future learning.

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Responsibility for all

• Curriculum for Excellence recognising that maths
  is part of everything we do and learn in school
  no matter what subject that may be. This is
  particularly important in Third and Fourth level,
  as the pupil moves into secondary education and
  discrete subjects are taught. In primary
  teaching this has always been a strength of our
  approach to teaching and learning.

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How is Bishop Edens Developing Maths

• Working with other schools in the ASG to share
  good practise, resources and ideas
• Purchase of new resources this year and last year
  to support the teaching of maths
• Planning document created for staff with a
  development of success criteria throughout each
  experience and outcome
• Training of staff, learning visits and sampling
  work
• Next year, is there a better way to do this?

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Support in maths

• Awareness of number
• Dyscalculia
• Colour blindness
• Sequencing

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Questions which often come up

• I wasnt taught that way, what should I do?
• I cant remember how to do that?
• What is the right way to teach times tables?
• Why did the curriculum change?
• My childs not interested in maths, why bother?

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How can you help?

• Games
• Posters/signs/labels
• Sing songs
• Get them involved with maths at home cooking,
  timing, shopping, solve real problems
• Be honest, it can take on average, 50 attempts to
  learn something, more often its nearer 100, if
  youre stuck thats fine, we often learn best
  from our mistakes or when we ask for help.
• Encourage nothing is wrong, give it a go!