June 23rd 2015 - Maths makes sense (2)
Well sort of but mainly not!
No i've not gone completely mad and re-pinned the same thing without realising. Today was the Maths makes sense for parents of year 1 children. Today's lesson made abit more sense than yesterdays but I am still none the wiser why they have changed a system that has worked for many years.
23 - TWENTY THREE (do you agree???) Well it was when I went to school - not anymore it is now TWO-ty THREE, and the rest of the TWENTY numbers are also TWO-ty now, and the 30's, 40,s etc have also changed! I'm glad we didn't stay on these for long as seems very confusing to me. But apparently children understand and learn it better.
We spent most of the lesson talking about coins and giving change and what coins add up to what sum etc. We played shops with pictures and coins and had to give the correct amount of change.
At least today we weren't standing up saying times tables!!!
Showing posts with label lesson. Show all posts
Showing posts with label lesson. Show all posts
Tuesday, 23 June 2015
Monday, 22 June 2015
June 22nd 2015 - Maths makes sense
June 22nd 2015 - Maths makes sense
Errrrrr no it doesn't!
The parents of year 5 children were invited into school this morning for a maths lesson, so we can try and understand more of the new system that is being taught in schools now, it's called maths makes sense. It has been designed as a new and improved way of teaching maths to kids. I personally think the old way is easier, and so does my 9yr old.
Todays lesson started with the kids (and parents) reciting the 9x tables forward (I just about managed) and then backwards (not a chance). Then they did the divisional sums of 9 as well. They then moved onto DP - the teacher had to explain to us that this was "daily practice" and in pairs they each do some of the sums and help each other with the answers and discuss how they got it etc if they have different answers. The next part of the lesson was a dog made from cubes and they had to work out how many cubes it was made from and write out the "maths story" (sum of how they got answer) and then simplify it. The next image showed the dogs head as a "double" and not just a simple add 1 more row etc but it had been lengthened, made wider and higher. This confused my son who is usually very good at maths. Some of the class had different answers and all were discussed. From here they had to work out how many cubes would be needed for the body, I gave my son and his partner an answer and then had to explain to them how I had a different answer to them - they had only done it as 1 layer not doubled its height as well. Once they realised this they got the same answer as me. Finally it was to work out how many cubes for the legs using the same method.
At this point the parents half hour lesson was up and we all left the class, but the teacher said that they had another puzzle to work out. My son said he would let me know tonight what it was.
Errrrrr no it doesn't!
The parents of year 5 children were invited into school this morning for a maths lesson, so we can try and understand more of the new system that is being taught in schools now, it's called maths makes sense. It has been designed as a new and improved way of teaching maths to kids. I personally think the old way is easier, and so does my 9yr old.
Todays lesson started with the kids (and parents) reciting the 9x tables forward (I just about managed) and then backwards (not a chance). Then they did the divisional sums of 9 as well. They then moved onto DP - the teacher had to explain to us that this was "daily practice" and in pairs they each do some of the sums and help each other with the answers and discuss how they got it etc if they have different answers. The next part of the lesson was a dog made from cubes and they had to work out how many cubes it was made from and write out the "maths story" (sum of how they got answer) and then simplify it. The next image showed the dogs head as a "double" and not just a simple add 1 more row etc but it had been lengthened, made wider and higher. This confused my son who is usually very good at maths. Some of the class had different answers and all were discussed. From here they had to work out how many cubes would be needed for the body, I gave my son and his partner an answer and then had to explain to them how I had a different answer to them - they had only done it as 1 layer not doubled its height as well. Once they realised this they got the same answer as me. Finally it was to work out how many cubes for the legs using the same method.
At this point the parents half hour lesson was up and we all left the class, but the teacher said that they had another puzzle to work out. My son said he would let me know tonight what it was.
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