From a young age mathematical skills are developed through practical work then as the children progress they can build on these kills. They are taught various different methods and techniques to be able to find a correct answer which means that more children will be able to solve a mathematical problem independently using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations. An example of this is counting in groups of numbers e. G. G’s and SIS’S- this can then be applied when paying for shopping with money.
Find the National Curriculum for mathematics for the key stage that you support. Give examples of the expectations for each aspect of the curriculum. Key stage 1 Aspect of the curriculum Expectations Number and place value Year 1: -Read and write numbers from 1 to 20 in numerals and words. -Count, read and write numbers up to 100 in numerals -Count in multiples of twos, fives and ass Year 2: -Can recognize the place value of each digit in a two digit number. – Can compare and order numbers from O up to 100; use and signs. Can read and write numbers to at least DID in numerals and in words. Addition and subtraction Year 1: -Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Represent and use number bonds and related subtraction facts within 20. -Add and subtract one-digit and two- digit numbers to 20, including zero. Year 2: -Can add and subtract numbers using concrete objects, pictorial representations, and mentally. -Can show that addition of two numbers can be done in any order but subtraction of one number from another cannot.
Multiplication and division Year 1: -Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Year 2: -Can calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x), division (+) and equals (=) signs. -Can solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts.
Fractions Year 1: -Can recognize, find and name a half as one of two equal parts of an object, shape or quantity. -Can recognize, find and name a quarter as one of four equal parts of an object, shape or quantity. Year 2: -Can write simple fractions Can recognize the equivalence of one half and two quarters. Measurement Year 1: -Can compare, describe, measure, record and solve practical problems for lengths and heights, mass/weight, capacity and volume, time. -Can recognize and know the value of different denominations of coins and notes. Can recognize and use language relating to dates, including days of the week, weeks, months and years. Year 2: -Can choose and use appropriate standard units to estimate and measure length/height in any direction to the nearest appropriate unit. -Can find different combinations of coins that equal the same amounts of money. Geometry Year 1: -Can recognize and name common 2-D and 3-D shapes. -Can describe position, direction and movement, including whole, half, quarter and three-quarter turns.
Year 2: -Can identify and describe the properties of 2-D and 3-D shapes. -Can compare and sort common 2-D and 3-D shapes and everyday objects. -Can order and arrange combinations of mathematical objects in patterns and sequences. Statistics Year 2: -Can interpret and construct simple pictogram’s, tally charts, block diagrams and simple tables. -Can ask and answer simple questions by counting the number of objects in each category and sorting the categories y quantity. Summaries your school’s policy on teaching and learning for mathematics and innumeracy. Policy statement: ‘Children that have mathematical fluency are confidently able to apply their mathematical knowledge and skills both at school and in their daily lives. Throughout the school mathematics is organized to follow the accelerated learning process. When possible, practical purport entities, using models and real life situations are incorporated. This will support and increase all children’s access to excellent teaching, leading to exciting and successful learning. -Aims and reposes of mathematics: It is the school’s aim that children will be able to apply their mathematical knowledge to solve problems, estimate answers, develop a range of mental calculation strategies, become confident in the fundamentals of math, be able to reason mathematically and to understand the importance of mathematical skills in everyday life, -Achieving and maintaining high standards: The staff all understand the factors that lead to high standards in math and have developed a common approach to teaching math throughout the school. Planning: plans are made to give details of the main teaching objectives for each term to ensure an appropriate balance and distribution of work across each term. Short-term planning follows four key principles: -A dedicated math lesson every day -Direct, instructive, inductive, applicable, exploratory and reflective teaching with the whole class and groups -Emphasis on mental calculation -Controlled differentiation with all pupils working on a common theme Organization of math lessons: In the EYES math is taught as a discrete subject through child-led themes and forms a fundamental part of the day wrought child initiated learning.
Group activities in Nursery last between 10-15 minutes. In Reception adult-led lessons are between 50-60 minutes. Math lessons in Key Stage 1 also last between 50-60 minutes and 60 – 70 minutes in Key Stage 2. Daily mental math sessions are an integral part of every math lesson. -Assessment, recording and reporting: Assessment in math is viewed as part of the assessment for learning cycle. Learning objectives and steps to success are shared with the children in every lesson. Children are provided with opportunities for self/peer-assessment and improvement.
Marking is developmental and children are provided with next steps to extend their learning at least weekly. -Equal opportunities and SEEN: The math policy firmly supports the equal opportunities philosophies of the school and all children will have access to the math curriculum. Where necessary, adaptations are made to the curriculum, equipment and resources to allow access to math for pupils with SEEN. Include a copy of your teacher’s planning for 3 sessions of innumeracy for your class. Explain what is being covered in the sessions and your role in the teaching.
Session 1. (Planning and worksheet included) This session was based on comparing and ordering numbers using the more than/less than symbols (< >). The children were sat on the carpet to watch a power point presentation on ‘Charlie the crocodile’. This explained how to use the more than/less than symbols as if they were the crocodile’s mouth (the crocodile always likes to eat the bigger number). The children were then given sets of 2 numbers and were asked to write these on their white boards and to fill in the symbol in between to show which the biggest number was. Assisted the children who required support to write down the sets of embers and leaving a gap in between them. A few children also needed another explanation of which way the symbol should be facing. They were then split up into their groups, based on ability, and given worksheets to complete. The group that was working with were the higher ability children. I explained to the group that they had sets of numbers on their sheets and that they had to fill in the missing sign to show which number is more than/less than the other in the same way that they had practiced on their white boards.
After this quick explanation they were able to independently complete their ark. After the session I marked the children’s work sheets and put an ‘l’ on each one to inform the class teacher that they all worked independently. Session 2. This session was based on using different methods/equipment to add and subtract a 2 digit number and a 1 digit number. The higher ability children in the class were sent to a table to complete an addition worksheet independently.
The lower ability children went with the class teaching assistant to work on recognizing and counting numbers up to 20. The rest of the children were able to choose an item of equipment (bead string, Micron r dines) and were given a demonstration on how to make a 2 digit number and to add on a 1 digit number. They had to work in pairs and take it in turns to show each other how to add the 2 numbers together using the piece if equipment that they had chosen. The children then split into their ability groups to calculate 2 digit and 1 digit numbers.
I wrote a number sentence on a white board to display to the children and also read it out and explained to the children that they had to write it in their math books and calculate the answer using their equipment. Two of the children in my group were focus hillier who required extra support. One of them found it very difficult to focus on his work and was very easily distracted. Had to make sure that he knew what he was doing and then gave him a five minute timer so that he could visually see how long he had to complete the question. The other child became very distressed and upset easily if she thought that she was unable to do the work. Irked through the first question with her and reassured her after each one that she was doing it right so that she could confidently carry on. Session 3. (Planning and worksheet included) This session was based on estimating the mass of objects using sensible guesses, measuring the mass Of these objects in grams and ordering the weights of objects. The session before this was used to record estimates of the weights of certain objects. In this session the higher ability children were then required to weigh the items to see how accurate their guesses were.
The group that was working with were the lower ability children. They were required to compare the weight of certain items using a balance. They then had to order the items from lightest to heaviest and record it on their sheet. To the children to firstly estimate which order the items would go in, then to take it in turns to put the items onto the balance. At first they did not understand how to work out which item was the heaviest/lightest when they had tree items to put in order. I demonstrated how to compare them all and then they were able to continue with the task.
After the session I let the class teacher know how they all got on with the task individually. Explain 2-3 strategies or methods you can use to support children in learning mathematics. -Micron: Numbers are abstract ideas; all we can do is show presentations of them. Micron is a mufti-sensory approach to math learning. Physical and visual aids are used to develop children’s concrete understanding of abstract number concepts. Micron shapes can be seen as ‘pictures of numbers’ and helps to make numbers real by using patterns to represent each numeral.
The patterns are structured so that each numeral can be seen therefore encouraging an understanding of number for children. This understanding is then reinforced through conversation and use in real life contexts. This generalizes learning and meaning of mathematical concepts. Being able to see, touch and play with the Micron makes it more exciting for the children which means that they Will be more focused on what they are doing. It helps children to think logically and reason mathematically through the use of concrete objects and spoken language to explain and justify.
This then develops children into confident problem solvers whether working in groups or independently. -Number lines: Number lines are horizontal lines labeled with numbers (usually 1-10 or 1-20). They are very cheap and easy to make which makes them ideal to be used in schools. Number lines can be used throughout a hill’s time in primary school and can be used for many different math problems. In reception they can be used as an aid for learning to order numbers by filling in missing numbers along the line. In Key stage 1 they are mainly used for demonstrating addition and subtraction.
For addition they will be given a question and shown how to circle the number that they are starting with and then add the next number by jumping along the number line to find their answer. For subtraction they will be shown again how to circle the number they are starting with then to jump backwards along the umber line e. G. 7+2=9 15-7-8 In key stage 1 number lines can also be used to help the children start to learn to count in g’s, G’s and SIS’S by marking on jumps to show how they moved from one number to another ready for learning their 2, 5 and 10 times tables.
In key stage 2 and 3 they can then be used for working out further times tables problems as well as for division. -Bead strings: Bead strings are a string of 100 beads. Every 10 beads is an alternate color. They can be used throughout primary school for many different aspects of math. From a young age they can be used for number cognition as the beads can be moved to represent a chosen number. They can also be used to help demonstrate addition and subtraction by stating with a set number of beads then adding/subtracting the required number of beads to find out the answer.
When the child is able to count in SIS’S they can quick add or subtract large numbers (under 100) as each 10 is represented by a change in color. As the child becomes more confident they are then able to use the image of a bead string in their head to help with addition and subtraction. Write a short reflective log about a time that you have supported a child with heir innumeracy skills, and include any methods, tools or strategies you used. For this session the learning focus was to recognize the place value of each digit in a two-digit number.
I was supporting a group of 9 higher ability children. As the innumeracy session the day before was on the same topic the children in my group were focusing on recognizing the place value of three digit numbers. The children had to make a three digit number using dines and partition the number into ass’s SIS’S and Xi’s and record this in their books e. G. 123=100+20+3. I demonstrated this to the group of children and explained what they had to do. One child did not understand how to do this as he could recognize 1 g’s but not ass’s.
I reminded him what the teacher had taught them yesterday and demonstrated again with a two-digit number. Praised him each time he was able to recognize the value of each digit in a two-digit number and he was then more keen to try a three-digit number again. This time I helped him to make the three-digit number using a 100 square, SIS’S and Xi’s rather than just SIS’S and Xi’s. He then found it much easier to recognize the value of each digit as it was easier for him to partition the equipment. After supporting him for a couple of numbers he then had the confidence to carry on independently.
From this session I realized that before giving the children a task it is always best to remind them of the basics or what they have previously learnt to ensure that they are confident in what they are doing before moving on to something harder. Explain how teaching assistants can encourage chi lilied and young people to find solutions to their mathematical problems. A teaching assistants job is not to find all the answers for the children but to assist and encourage them to find solutions to problems themselves. Teaching assistants need to have a good understanding of math themselves.
This will allow their positive attitude and confidence when dealing with mathematical problems to be seen by the children and influence the way in which they view the problem. The correct mathematical vocabulary needs to be used so that the children do not get confused and can understand what you are talking about. If a child is struggling then a teaching assistant will be able to remind them of the key points that were made by the teacher. They can help the child to select or use appropriate mathematical resources that will assist them in their work.
Explaining, assisting and demonstrating to the child can show them the way that it is done so that they are then able to do it independently. This needs to be done in a lively, engaging and positive way to keep the child focused and willing to carry on. Giving constructive feedback to the children and praising or rewarding them can boost the children’s self-esteem and give them the confidence to keep going and not give up. A key aspect of supporting pupils will be through questioning to develop their thought processes and to encourage them to think about the consequences of each stage.