Fluency, Reasoning and Problem Solving Workshop

Wylde Green Primary School

Aims

To understand what fluency, reasoning and problem solving mean in the mathematics curriculum. To understand how we use concrete apparatus and pictorial representations to support your child’s learning.

StarterWhat do you know about 7?

StarterWhat do you know about 7?

The National Curriculum 2014The main aim of the current curriculum is to ensure that all pupils:

•Become fluent in the fundamentals of mathematics.

•Are able to reason mathematically using mathematical language.

•Can solve problems by applying their mathematics to a variety of problems.

In this workshop we want to share with you how we teach fluency, reasoning and problem solving at Wylde Green.

Concrete – Pictorial – Abstract

Maths is very abstract: What does 3 mean? To a young child it is just a squiggle on a page.There is no relationship between 3 and what three actually means

Concrete – Pictorial – Abstract

Maths is very abstract: What does 3 mean? To a young child it is just a squiggle on a page.There is no relationship between 3 and what three actually means

Concepts are introduced through hands-on

experiences with manipulatives.

Students visualise the concept and it is represented

through models like number bonds and bar models.

Students use abstract numbers and symbols alongside

the context in order to understand what they mean.

At Wylde Green we use a range of concrete apparatus to support children’s understanding

Fluency involves:

•Quick recall of facts and procedures

•The flexibility and fluidity to move between different contexts and representations of mathematics.

•The ability to recognise relationships and make connections in mathematics

What key facts can you remember memorising at school?

Fluency – What facts do they need to recall?

Number bonds – Addition and Subtraction facts

Doubles and Halves.

Times table facts and related division facts.

Properties of numbers: odd and even; place value; square numbers; cube numbers; prime numbers; multiples; factors.

Here is the part-whole model. It shows a representation of addition and subtraction.

If you know two values out of three in a calculation, you can calculate the missing value using addition or subtraction.

As part of the new curriculum children are expected to be more proficient in arithmetic with written methods of calculation given more emphasis.

But what is wrong with good old fashioned sums?

Reasoning and Problem Solving

Reasoning tasks encourage mathematical discussion. These include:

Such questions encourage all pupils to think mathematically and reason, but also allow for challenging the more able.

It is central to mathematics learning; the glue that both develops and holds mathematics learning together

It involves:

Looking for pattern and relationships

Logical Reasoning

Making Connections

Mathematical Thinking

Problem Solving

To help children understand a problem we ask them to think:- What do I know?- What do I notice?- If no picture is given, could I use a drawing to help me understand the problem.

Problem Solving

Problem Solving enables children to reason strategically. To be a successful problem solver children have to:

find possible ways into solving a problem

sequence an unfolding solution to a problem

use recording to help their thinking about the next step.

Maths at Home

We have provided a handout that gives ideas for helping your child with Maths at home.

Websites

Mathletics

Hit the button

www.oxfordowl.co.uk ‘for home’ section

Thank-you for attending our workshop today

Please fill in the evaluation sheets provided.