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**Inspire Maths Parents’ Evening**

Presenter notes: For this presentation, you will need the following equipment for you and the parents to use: A4 sheets of paper pencils coloured paper cups (two different colours) cubes counters proportional equipment, such as straws, Numicon, base ten equipment Christ Church Primary School

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**This parents’ evening will explain:**

how maths will be taught why the children will not be in sets or ability groups how the textbooks will be used in class how the part-whole model works how the bar model works how you can help your child at home. Presenter notes: Show this slide and talk through the bullet points briefly.

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What is Inspire Maths? Singapore is consistently ranked in the top three spots in international tests such as TIMSS and PISA. It is a mastery curriculum with an emphasis on deep conceptual understanding and problem solving. The spiral curriculum systematically develops skills and concepts. The programme is build around the CPA approach. There is an emphasis on the development of intellectual competence, such as the ability to visualise. Presenter notes: Explain that in the TIMSS and PISA tests, Singapore is consistently in the top three places for maths in the world rankings. You may wish to give a bit of background on each international test: TIMSS (Trends in International Maths and Science Study): this test assesses the maths and science knowledge and skills of 9–10 year-olds and 13–14 year-olds around the world. PISA (Programme for International Student Assessment): this test assesses the maths, science and reading skills of 15-year-olds from schools worldwide. The approach looks at deep conceptual understanding, and ensures that children really understand concepts rather than rushing through content. It is important to stress to parents throughout that this is a mastery curriculum, and moving children on quickly to larger numbers or decimals does not necessarily mean that they are ‘better’ at maths. The CPA approach which you will look at on the next slide means that regardless of age or stage of development, children will work with concrete apparatus first. The more able children find it difficult to explain and may have some gaps in understanding, while the less able children are supported and have time to make connections. Explain to parents that mathematical language is key to the approach, and there is a strong emphasis on being able to explain your understanding, both to other children and to the teacher.

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The CPA approach 4 3 1 Concrete: resources such as cubes, counters and shapes Pictorial: pictures, drawings Abstract: numbers and symbols Presenter notes: Before any of the CPA stages appear on the slide, ask parents to show you the number 3 using anything they have to hand. Some may write the number 3 on paper, some may gather three objects from the table top, and some may show three fingers. Explain that the numeral ‘3’ is abstract and does not exist. The materials on the table are real physical objects – we call these ‘concrete’. Regardless of age and stage, all children will work in the concrete representation when meeting a new concept, and they will be expected to explain their thinking using physical objects. Children then work towards understanding pictorial representations for the concrete apparatus they have been using: this might be a picture of a Numicon shape or some base ten equipment. Show parents your school’s resources as you talk about them, and ensure that concrete apparatus is available for them to look at and use. In the first instance, it is important that the children’s experiences of place value and number is with proportional resources, such as bundles of straws, Numicon and base ten. Examples of non-proportional resources include place value counters and an abacus. The CPA approach is not a linear model, but is instead one which moves forwards and backwards revisiting each representation. This helps the child make connections between the three representations and deepen their understanding.

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Textbooks Your child will work from a Pupil Textbook, as well as from a Practice Book and Assessment Book. The numbers on the books do not necessarily correspond with your child’s year group. Presenter notes: Ask parents “Who used a maths textbook when they were at school?” and take some feedback. Show parents the textbooks and explain that children will be using a blend of approaches in their maths lessons including direct teaching with the whole class, working with resources and exploring concepts using the Pupil Textbooks, and group and individual work using the Practice Book and Assessment Book. You may want to show parents an example of a section from any of the Pupil Textbooks you are familiar with, for example perceptual variation, place value or calculation. If possible, have parents sharing one copy of the Pupil Textbook between two as you show them the example.

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**The beginning Knowing everything there is to know about a number.**

What do you know about 7? It is an odd number. It is a quarter of 28. It is made up of a 3 and a 4. It is two more than 5. It is made up of a 3 twos and a one. It is half of 14. It is three fewer than 10. It is a single digit number. It is double three and a half. It is a prime number. Presenter notes: Encourage parents to think about a best friend. You don’t always see them everyday but you know everything there is to know about them - so when you do meet up with them, you can pick up where you left off. It is exactly the same with number. Reassure parents that although children aren’t put into sets or ability groups in a mastery curriculum, they are expected to think more deeply. For example in Year 1 children work for a long time mastering everything they need to know about a number. They concentrate on numbers to 10 for a while then extend to 20. However, they need to know everything there is to know about ten. This slide shows just a Numicon 7 shape. Ask parents what they know about 7. Take feedback, then progress the PowerPoint to show some of the many different ways they can describe 7. Explain that if they want to help their children, exploring and talking about numbers is an excellent way to help them. Older children may be looking at larger numbers, or numbers with one, two or three decimal places. Write = ___ - 1 on the board. Ask, what makes this a challenging question? Give a few moments for the parents to look at it and take feedback. Be prepared to discuss equivalence, for example = 7 + 3, or that 10 = Select your own numbers, and if you use Numicon at school you could have a pan balance nearby to demonstrate. It comes after 6 and before 8. It is fewer than 10.

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The part-whole model Here is the part-whole model used in Inspire Maths. It works on the principle that if you know two values out of three in a calculation, you can calculate the missing value using addition or subtraction. Presenter notes: You can illustrate the model by taking two different numbers of cubes and placing them over the two left hand circles. Move them to the right of the slide and combine the two amounts to make the whole.

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**6 ? 4 The part-whole model 6 and 4 more makes ?**

The two parts (6 and 4) combine to make the whole (10). Presenter notes: This is an abstract model. In the books it is shown using numerals.

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**The part-whole model Presenter notes:**

This is a model showing how the part-whole model can be shown using equipment. Take 10 cubes and perform the calculation 10 – 3 = 7. Say: “Here is 10, I will take away 3” then discard the 3, so you no longer have it. Explain that you have the answer but no idea what you had taken away or the starting number. The model on the right clearly shows ten ice-cube slots but only seven of them are occupied after three have been removed. We can clearly see what we started with how much has been removed what is left.

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The part-whole model The part-whole model can be orientated differently, and is used for addition and subtraction problems Presenter notes: You could encourage parents to look for the part-whole model in the text books.

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**? 10 4 The part-whole model An unknown number and 4 makes 10.**

This leads to a missing box calculation: + 4 = 10 In other words, algebra. 4 ? 10 The National Curriculum requires that children know their number families for all the operations, for example: 6 + 4 = × 7 = 21 4 + 6 = × 3 = 21 10 – 6 = ÷ 7 = 3 10 – 4 = ÷ 3 = 7 Presenter notes: Introduce the model illustration as an addition and subtraction model. Explain that if you know any two out of three parts, you can work out the missing part. Explain that this is essentially algebra, in that it deals with unknown numbers. Talk about links to the National Curriculum, and how it helps the children to learn their number families. Point out that this model is for addition and subtraction, but the National Curriculum looks at knowing number relationships for multiplication and division as well.

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The part-whole model The part-whole model can involve more than two parts. Here is an example from a Year 6 geometry lesson: ? Presenter notes: Explain to parents that this is an example of how the part-whole model helps older children solve geometry problems. Encourage them to suggest which numbers go in each circle in the part-whole model. The part-whole model is taught in Inspire Maths 1 and 2, and referred to in Inspire Maths 3 and 4. Children will not come across it in Inspire Maths 5 and 6, as the expectation is that it is already embedded in their thinking. Children working with Inspire Maths for the first time in upper-KS2 will need to be taught the part-whole model. This is an area parents can support their children with.

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Activities and games There are 7 cubes under the cups. You can only lift one cup up. Can you work out how many cubes are under the second cup? Presenter notes: Explain to parents that Inspire Maths has lots of games and activities to reinforce skills and concepts that children have learned. This is the cups activity. This activity works best if the parents are given cups and cubes to use. However if you don’t have these to hand, you can progress the PowerPoint slides showing the level of thinking in KS1.

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**There are 5 cubes under this cup. There are 7 cubes altogether**

There are 5 cubes under this cup. There are 7 cubes altogether. 7 – 5 = 2. I know that there are 2 cubes under the other cup.

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**I solved the problem with a subtraction. 7 – 5 = 2 **

I can check my answer with an addition = 7 or = 7 Presenter notes: This slide provides an example of how the activity can be extended using secure knowledge of the part-whole model and reasoning skills. This gives depth and breadth for those children who have already grasped two parts making a whole without extending the total number of cubes being used.

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**Now try this activity again taking turns to hide the cubes**

Now try this activity again taking turns to hide the cubes. Use different totals. Presenter notes: Encourage parents to try the activity with a partner, choosing their own totals.

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I have 3 cups and 10 cubes. I’ve hidden the same number of cubes under both blue cups and a different number under the red cup. You can only lift one cup. Can you work out what is hiding under the other 2 cups without lifting them? Presenter notes: The following slides show how this activity can be extended to challenge children.

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**If I lift this cup, what maths do I need to solve the problem?**

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**If I lift this cup, what maths do I need to solve the problem?**

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**If I lift this cup, what maths do I need to solve the problem?**

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**I have four cups and ten cubes**

I have four cups and ten cubes. I’ve hidden the same number of cubes under both blue cups and a different number under the red cups. The number of cubes hidden under the red cups is the same. You can only lift one cup. Can you work out what is hiding under the other cups without lifting them?

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**If I lift this cup, what maths do I need to solve the problem?**

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**If I lift this cup, what maths do I need to solve the problem?**

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**If I lift this cup, what maths do I need to solve the problem?**

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**If I lift this cup, what maths do I need to solve the problem?**

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**I have 5 cups. The total number of cubes I’ve used is 25**

I have 5 cups. The total number of cubes I’ve used is 25. There is the same number of cubes under each cup. How many cubes are under each cup?

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**What maths do you need to solve this problem**

What maths do you need to solve this problem? What number facts do you already know?

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**Introducing the bar model**

Presenter notes: This slide shows the introduction of the bar model in Inspire Maths 1A. Point out the parts of the model, shown in different colours and bracketed. This is an extract from Pupil Textbook 1A p.30 © 2015 Marshall Cavendish Education Pte Ltd

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**Introducing the bar model**

Omar bakes 10 biscuits. Ruby bakes 12 biscuits. How many biscuits do they bake altogether? 10 12 ? Presenter notes: This extract shows how the bar model develops in Inspire Maths 2A. Talk the parents through the question, draw out that the children are asked to answer in a full sentence once they have solved the problem. This takes them back to the context of the word problem. Also note, the numbers used in this question are much easier than would normally be used in word problems at this level. This means that children can solve it mentally and are instead concentrating on the new model. They bake 22 biscuits altogether. This is an extract from Pupil Textbook 2A p.61 © 2015 Marshall Cavendish Education Pte Ltd

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**Introducing the bar model**

Hardeep buys large eggs and small eggs. Altogether he buys 20 eggs There are 7 small eggs. How many large eggs are there? 7 ? Presenter notes: This shows another kind of bar model used in Inspire Maths. 20 There are 13 large eggs. This is an extract from Pupil Textbook 2A p.62 © 2015 Marshall Cavendish Education Pte Ltd

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**Millie has a new fish tank. She wants to put 21 fish in it. **

Millie’s mum gives her 15 fish. She uses her pocket money to buy the rest. How many fish does she buy? 305 children go to the park on Saturday. 278 more children go to the park on Sunday than on Saturday. How many children go to the park on Sunday? Presenter notes: Here are some additional problems if you need them. You will need a flip chart and pen or whiteboard and pen to draw the models. These are extracts from Pupil Textbook 2A p.62 and p.69 © 2015 Marshall Cavendish Education Pte Ltd

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**Developing the bar model**

Peter puts 5 bread rolls into each packet. He has 4 packets. How many bread rolls does he put into the 4 packets altogether? 5 5 5 5 ? Presenter notes: This is an example of how a bar model is used for a multiplication calculation. There are 20 bread rolls altogether. This is an extract from Pupil Textbook 2A p.132 © 2015 Marshall Cavendish Education Pte Ltd

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**Developing the bar model**

Hardeep buys 12 pears. He puts an equal number of pears into 3 boxes. How many pears are there in each box? ? ? ? 12 Presenter notes: This is an example of how a bar model can be used for a division calculation. Before completing this problem, explain to the parents that the children have by this stage had a lot of practice putting objects into equal groups. Ask parents to each take 12 cubes. Can they put the cubes into: 2 equal groups? 6 equal groups? 3 equal groups? 12 equal groups? 4 equal groups? There are 4 pears in each box. This is an extract from Pupil Textbook 2A p.134 © 2015 Marshall Cavendish Education Pte Ltd

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**Developing the bar model**

Presenter notes: This question is from Inspire Maths 3A, and shows the further development of the bar model. Explain that this is a two part question and that the parents may wish to draw multiple bars to solve it. This is an extract from Pupil Textbook 3A p.120 © 2015 Marshall Cavendish Education Pte Ltd

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**Developing the bar model**

Presenter notes: This question is from Inspire Maths 3A, and shows the further development of the bar model. Explain that this is a two part question and that the parents may wish to draw multiple bars to solve it. This is an extract from Pupil Textbook 3A p.120 © 2015 Marshall Cavendish Education Pte Ltd

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**Further word problems Presenter notes:**

This question is a complex problem from Inspire Maths 3A. It is a very wordy problem. You may need to encourage the parents to read and re-read it. Encourage parents to think about the skills they have gained by solving the previous problems with the bar model. How does this help? This is an extract from Pupil Textbook 3A p.115 © 2015 Marshall Cavendish Education Pte Ltd

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**Bar models and fractions**

Presenter notes: Explain that bar models help children learn how to subtract fractions using models and the equivalent fractions method. This is an extract from Pupil Textbook 3B p.88 © 2015 Marshall Cavendish Education Pte Ltd

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**Further multi-step word problems**

A youth group had £3756 for a camping trip. They saved £650 and spent the rest on 12 tents and some food for the trip. The tents cost £205 each. How much did they spend on food? Presenter notes: This is the final bar modelling example of the evening and taken from Inspire Maths 4A. Explain to parents that they will need multiple bars to solve this. Work through the slides, and explain each step to parents as you go. This is an extract from Pupil Textbook 4A p.64 © 2015 Marshall Cavendish Education Pte Ltd

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**Further multi-step word problems**

A youth group had £3756 for a camping trip. They saved £650 and spent the rest on 12 tents and some food for the trip. The tents cost £205 each. How much did they spend on food? 3756 – 650 = 3106 They spent £3106 altogether. This is an extract from Pupil Textbook 4A p.64 © 2015 Marshall Cavendish Education Pte Ltd

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**Further multi-step word problems**

A youth group had £3756 for a camping trip. They saved £650 and spent the rest on 12 tents and some food for the trip. The tents cost £205 each. How much did they spend on food? This is an extract from Pupil Textbook 4A p.64 © 2015 Marshall Cavendish Education Pte Ltd

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**Further multi-step word problems**

A youth group had £3756 for a camping trip. They saved £650 and spent the rest on 12 tents and some food for the trip. The tents cost £205 each. How much did they spend on food? This is an extract from Pupil Textbook 4A p.64 © 2015 Marshall Cavendish Education Pte Ltd

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**Further multi-step word problems**

A youth group had £3756 for a camping trip. They saved £650 and spent the rest on 12 tents and some food for the trip. The tents cost £205 each. How much did they spend on food? This is an extract from Pupil Textbook 4A p.64 © 2015 Marshall Cavendish Education Pte Ltd

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Home Maths The Inspire Maths Pupil Textbooks include ‘Home Maths’ activities, which are indicated by a purple house icon. These give practical ideas for ways in which you can support your child at home. Presenter notes: You may wish to talk to parents about the practicalities of sending home the Home Maths, for example whether the Pupil Textbooks will be sent home with the child with a page reference.

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Home activities From time to time, your child will be given Inspire Maths worksheets to complete at home. Presenter notes: There are additional homework tasks for most Inspire Maths units on Inspire Maths Online on Oxford Owl ( These can be printed off and sent home with children.

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How can I help my child? You can help your child by finding and talking about maths in everyday situations. For example, a shopping trip is rich in mathematical opportunities, such as: spending money, calculating change and working out which offers give the best value for money. empty packaging can provide your child will immediate access to 3D shapes and nets. using packets and tins as a source of mathematical information to discuss, such as mass and volume. using items often sold in pairs, fours and sixes (such as drinks or yogurts) to talk about multiples or times tables. Presenter notes: It may be useful to have some examples ready to show, such as a complete cornflake packet, and a cornflake packet cut to reveal the net of a cuboid. You could also show a range of labels showing different ingredients, volumes, percentages and weights - you could suggest some activities that could arise from the labels.

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How can I help my child? You can also help your child in a number of other ways: Encourage a secure knowledge of number, by asking questions which help them explain what comes before or after a given number, or how the number is made, for example tens and ones. Encourage them to draw pictures and models such as part-whole and bar models to answer questions. Support them with home activities, and encourage them to answer questions in full sentences. If you are unsure about any concepts, please ask your child’s teacher to explain how it is taught and how you can support your child.

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