Maths Staff Meeting 2

We're very lucky again to be working with Nikki Knight on maths.


This week we recapped the last staff meeting

• What's the difference between the stages
• Stage 4 and 5
• Counting on to breaking up numbers
• Stage 5 and 6
• Main difference is the complexity of the problem 
• Two stage problems
• Stage 5 no re-naming
• Stage 6 holding more steps in your head, renaming
• Real Life context
• Ensure problems relate to children's interests
• make it authentic!
• Get children to tell you what the maths equation is
• Modelling Books
• Use them as a record of learning rather than a text book
• Record children's strategies
• Materials
• Must give children the opportunity to use these and re-visit them if they need to 
• Children might get to imaging however need to fall back to materials if they get confused or loose their way
• Use materials in follow up if that is where children are at

Place Value 

• Warm up 
• NIM 
• NIM 3,4,5
• Modeling book example
• Success criteria as steps 
• Think aloud using steps 
• Noting students strategies and what they were/weren't able to do
• Understanding
• Not just HTO identification
• relationship between place value is multiplicative
• ones x10 hundreds x10 thousands x10 etc.
• Highest number in any column is nine - place value cannon 
• canonical form
• non canonical form eg. 3 tens plus 13 ones (renaming)
• Fundamental to place value is 0
• Delay zero as a number until a year at school
• Stage 5 by end of year 3 otherwise children are at risk
• "teen" silly way of spelling ten
• "ty" number of tens
• Skip counting in place value language
• one, two, three, four, five, six, seven, eight, nine, one ten, one ten and one one, 
• counting in tens change it to 
• 13, 23, 33, 43 etc. rather than just ten, twenty, thirty
• Little ones need to count to twenty before moving into place value
• Place value equipment
• Sticks and rubber bands
• unifix cubes
• beans and containers
• blocks - hundreds, tens, ones

Place value through stages

Use a variety of materials especially stage 4.

Stage 2 numbers 10 to 19

• bundling tens (get children to do this physically)
• how many tens have we 
• Read, Say, Do
• 17, seventeen, make 17
• read it, say it including one ten and seven ones, do it/make it
• Vary equipment

Stage 3 numbers 10 to 99

• read, say, do 
• larger numbers
• no place value blocks yet

Stage 4 numbers 100 to 999

• read, say, do
• play money introduced
• swapping ten ones for one ten

Next meeting we're sharing our Place Value success in classroom.  Can use activities we've just gone through.