Using manipulatives to support your childs understanding in
Using manipulatives to support your childs understanding in mathematics Wyndham Parks vision Our vision is to develop deep learning through everyones unique
talents; giving each child a rainbow of experiences to take them through life. The Elephant in the Classroom Mathematics plays a unique role in the learning of most children it is the subject that can make them feel both
helpless and stupid. Maths, more than any other subject, has the power to crush childrens confidence, and to deter them from learning important methods and tools for many years to come. Jo Boaler Positive encouragement
When you are working with your child on maths it is important to be as enthusiastic as possible about maths. This is hard if you have had bad mathematical experiences, but it is very important. Parents, especially mothers of girls, should never, ever say I was useless at maths! Research tells us that this is a very damaging message, especially for young girls.
Jo Boaler Aims of the National Curriculum The new curriculum aims that all children: 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. can 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.
Manipulatives In maths, a manipulative is an object which is designed so that a learner can perceive some mathematical concept by manipulating it, hence its name. The use of manipulatives provides a way for children to learn concepts in a developmentally appropriate, hands-on and
an experiencing way. Manipulatives are used extensively throughout Wyndham Park. Concrete, pictorial, abstract Concrete representation The enactive stage - a child is first introduced to an idea or a skill by acting it out with real objects. In division, for
example, this might be done by separating apples into groups of red ones and green ones or by sharing 12 biscuits amongst 6 children. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding. Pictorial representation The iconic stage - a child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. In the case of a division exercise this could be the action of circling objects.
Abstract representation The symbolic stage - a child is now capable of representing problems by using mathematical notation, for example: 12 2 = 6 Numicon Counting resources
Base 10 & place value counters Maths passports Guide for parents to use at home with some key objectives at each stage. Opportunity to practise mental maths so are number based.
Complete two boxes for each objective at home and then the third box will be completed in school. Use these targets to practise the different areas in fun and engaging ways. Education is not the filling of a pail but the lighting of a fire.
William Yeats Reasoning and applying Maths needs to be based in real-life contexts. In order to develop a love of maths in children, we need to make sure we are not misrepresenting the subject as pages of calculations. Mathematicians describe maths as the study of
patterns whereas students describe maths as a list of rules and procedures that need to be remembered. Talking in maths is extremely important! Children need to be explain what they have done and why they have done it. Games and ideas
Keep maths fun! Sudoku puzzles, logic games etc. are far more valuable for helping children with their maths. Shopping find me the cheapest tin of beans, calculate change Walking house numbers, number of steps, cars driving by Cooking doubling/halving quantities, measuring Board games and card games
Problem solving questions Guess the number games Ask questions! Clear the deck Objective: to practise number bonds to 10 with cards Remove the Jack, Queen, King and 10s from a pack of playing cards.
Shuffle and deal out 9 cards in 3 rows of 3 (face up). Player A selects 2 cards that total 10 (and says the number fact). Keep going until no further pairs total 10. Replace cards that have been taken. Player B has a turn. The player with the most pairs of numbers to ten wins the game.
Basic, advancing and deep Basic, advancing and deep activities Maths To add three 1 digit numbers Basic: complete number sentences using concrete apparatus to support calculation Advancing: answer word problems
Deep: investigate whether there is a pattern when you add three odd numbers and explain findings Maths reasoning test questions End of KS1 expectations - maths
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