To Be Numerate To Be Numerate …………

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Outline

How is Mathematics taught now?The New Zealand Numeracy Framework

Helpful and practical ideas to support your child’s learning in mathematics.

Numeracy Project Goal

“to be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community”

Published in Curriculum Update 45:

Goals cont.

Focusing on the problem and the ways we work stuff out.

Mental and oral before traditional algorithms. Make decisions about the smartest strategy

to use on any given problem. Challenge children to achieve and develop a

positive attitude towards learning mathematics.

Developmental Developmental Stage Stage

ProgressionProgression

The New Zealand Number The New Zealand Number FrameworkFramework

The NZ Numeracy Framework

Each Numeracy Stage highlights key knowledge and strategy that a child should know.

Strong knowledge is essential for students to broaden their strategies across a full range of numbers.

Strategy Knowledge

Creates new knowledge through use

Provides the foundation for strategies

Knowledge and Strategy

Knowledge (what we know/need to know) – Writing and Reading Numbers, Number sequence, Grouping and place value, basic facts.

Strategy (how we do it) – Addition and Subtraction, Multiplication and Division, Fraction and Proportions.

Numeracy Stages Emergent One to One Counting Count from one on Materials Count from one by Imaging Advanced Counting Early Additive Part-Whole Advanced Additive Part-Whole Advanced Multiplicative Advanced Proportional

Counting Strategies

Non Counting Strategies

Emergent – Stage 0

Emergent – Stage 0

Movie Clip

1,2,3,5,8...?

How many counters? (7)

The child can not consistently count a collection of objects.

One to One Counting - Stage 1

One to One Counting - Stage 1

1,2,3,4 and

1,2,3.

4+3=?

The child can count a set of objects up to ten but can’t join and separate sets like 4 + 3 =

Count From One on Materials(Stage 2) After one year at school.

Count From One on Materials(Stage 2) After one year at school.

1,2,3,41,2

1,2,3,4,5,6

4 + 2 = ?

The child solves the problem by using their fingers or other materials and counts from one.

Count From One By Imaging – (Stage 3) After one year at school

Count From One By Imaging – (Stage 3) After one year at school

Counts in head 1,2,3,4,5,6

4 + 2 = ?

The child counts all the objects from one by imaging visual patterns of the objects in their mind.

Advanced Counting (Stage 4) After two years at school.

Advanced Counting (Stage 4) After two years at school.

Counts on 9, 10, 11, 12,

13.

8+5=?

The child counts on from the largest number

Skip counts to work out times tables

Early Part-Whole (Stage 5) Year 3 - 5

Early Part-Whole (Stage 5) Year 3 - 5

“I know that 37+10 is 47. and so I just have to take

one off.”

37+9=?

The child uses simple strategies to solve addition and subtraction problems mentally

Times tables through skip counting and repeated addition.

Advanced Part-Whole – (Stage 6) Year 6

Advanced Part-Whole – (Stage 6) Year 6

27+20=4747-2=45

40+30=706+5=11

70+11=81

36+18+27=?

The child can select from a wide range of strategies to solve various addition and subtraction problems mentally

‘Knowing’ times tables and using known facts to find unknown facts

Advanced Multiplicative (Stage 7) – Year 7 / 8

Advanced Multiplicative (Stage 7) – Year 7 / 8

121 is 11x1166 is 11x6

(11x11)-(11x6)=(11x5)11x5=55 so the answer

is 55.

121-66=?

The child can select from a wide range of strategies to solve various multiplication and division problems mentally.

Advanced Proportional (Stage 8)

Year 8 / 9

Advanced Proportional (Stage 8)

Year 8 / 9 If 4/9 is 16 then 1/9 is 4. So 9/9

must be 4x9 which is 36.

4/9 of x = 16

The child can select from a wide range of strategies to solve challenging problems involving, decimals, fraction percentages and ratios.

How is maths How is maths taught differently taught differently

now?now?

Assessing what children know.

Assess - where each child is at through oral interviewing and questioning

Group according to a Childs strategy stage using the New Zealand Number Framework

A useful tool - IKAN Sheets Encourage children to self assess (reflect)

know and own their next learning steps.

Teaching Model and support children

understanding using a researched teaching model.

Using materialsThinking about what would

happen on the materialsWorking only on numbers

Teach to achieve next learning steps.

Working only with numbers

ImagingMaterials

UsingMaterials

How can parents help?

Developing a child’s knowledge is a key to their success and development in mathematics.

Handout sheet.