1. Meltham Moor Maths Curriculum Meeting October 2015 The curriculum, methods and supporting your child

2. Aims

3. Your turn!

7. How do we teach maths? Many of the things we do- you can do at home too! The first step is through using practical equipment. We believe practical equipment should be used right across school in all classes at all ages and should be readily available for the children to access themselves resources/equipment

8. Through talk

9. Through play

10. Mathematical Health Warning! Some of these methods may seem very different from the traditional methods of calculation taught when we were at school ourselves. However, in order not to confuse the children we would ask you to support your child's learning of these new methods and refrain from teaching your child methods of calculation not detailed on the following slides or before they are ready. Through more formal methods

11. Addition Children need to understand the concept of addition, that it is: Combining two or more groups to give a total or sum Increasing an amount They also need to understand and work with certain principles: Inverse of subtraction Commutative i.e. 5 + 3 = 3 + 5

12. Step one -Counting All Using practical equipment to count out the correct amount for each number in the calculation and then combine them to find the total, e.g. 4 + 2

13. From Counting All to Counting On To support children in moving from counting all to counting on, have two groups of objects but cover one so that it can not be counted, e.g. 4 + 2 4

14. Adding Two Digit Numbers Children can use base 10 equipment to support their addition strategies by basing them on counting, e.g. 34 + 29 Children need to be able to count on in 1s and 10s from any number and be confident when crossing tens boundaries.

15. AT KS1

17. Your turn! Try this sum using a number line 22+ 16 =

18. Adding Two Digit Numbers Children can support their own calculations by using jottings, e.g. 34 + 29

19. Adding Three Digit Numbers Children can support their own calculations by using jottings, e.g. 122 + 217

20. Beginning Written Addition-partitioning T U 6 7 2 4 60 + 20 = 80 7 + 4 = 11 9 1 + What is partitioning? It means splitting into units, tens, hundreds etc

21. KS2- Efficient Column Addition H T U + 4 1 2 1 1 164 2 5 7 This one you’ll all remember! From year 3 if child ready

23. Subtraction Children need to understand the concept of subtraction, that it is: Removal of an amount from a larger group (take away) Comparison of two amounts (difference) They also need to understand and work with certain principles: Inverse of addition Not commutative i.e. 5 - 3 ≠ 3 - 5 Not associative i.e. (9 – 3) – 2 ≠ 9 – (3-2)

24. Subtraction Using practical equipment to count out the first number and removing or taking away the second number to find the solution, e.g. 9 - 4

25. Subtracting Two Digit Numbers Children can use base 10 equipment to support their subtraction strategies by basing them on counting, e.g. 54 - 23 31

26. Using number lines

27. Beginning Column Subtraction From year 2 – if ready!

29. Beginning Column Subtraction (Exchange) We cannot take 6 from 3 so we redistribute the top row to be…

30. The top row still adds up to 83 but is arranged differently

31. Continuing Column Subtraction HT U e.g. 321 - 157 300201 100507 - 10 1 4 200 1 60100= 164 We can’t take 50 away from 20 so we rearrange the top row

32. Your turn 34-16= 30 4 10 6 _ To do this sum you will need to rearrange the tens and units

33. 1 KS2- Efficient Decomposition H T U - 1 6 4 321 1 5 7 21 1 The old fashioned way! From year 3 if child is ready BUT PLEASE BEWARE Children need to understand what they are doing in terms of place value. They are not ‘borrowing 1’- it’s not 1 it’s ten or a hundred. A better way to explain is that they are redistributing.

35. Key skills you can help your child with Place value Number bonds- to 10 to 100 (Play compliments) Doubling and halving Times tables Multiplying and dividing by 10/100/1000 Counting Time Fractions- new to ks1- (think about sharing cake, pizza, chocolate)

36. Multiplication Children need to understand the concept of multiplication, that it is: Repeated addition Can be represented as an array They also need to understand and work with certain principles: Inverse of division Is commutative i.e. 3 x 5 = 5 x 3 Is associative i.e. 2 x (3 x 5) = (2 x 3) x 5

37. Repeated addition Children need to understand that multiplication is repeated addition and be able to create their own arrays. Think about 5 x 3 as 3 lots of 5

38. Ways to practise Arrange toys in rows- 7 rows of 4 cars Creating arrays on squared paper (this also links to understanding area).

39. KS2- Grid Method 8 10 4 80 32 From year 3 14 x 8= 10 x 8 and 4 x 8 80 + 32 = 112

40. 24 x 13= Your turn – using grid method!

41. Grid Method- a bit harder! 600 100 90 15 805 + x203 3060090 510015 Children have to develop their understanding of related facts. e.g. 23 x 35 A big help here is understanding place value and multiplying and dividing by 10/100 For example being able to approximate the size of an answer eg 20 x 30 – the answer will be in the hundreds

42. In KS 2

43. Try this one! demo

44. Division Children need to understand the concept of division, that it is: Repeated subtraction They also need to understand and work with certain principles: Inverse of multiplication

45. Division as Sharing Children naturally start their learning of division as division by sharing, e.g. 6 ÷2. 6 books shared between 2 people

46. Division as Grouping To become more efficient, children need to develop the understanding of division as grouping, e.g. 6 ÷2. Draw circles, use plates or hoops etc to arrange objects

47. Remainders To continue their learning, children need to understand that division calculations sometimes have remainders (something left over), e.g. 13 ÷ 4. They also need to develop their understanding of whether the remainder needs to be rounded up or down depending on the context.

48. -4 10 groups 2 groups 48 ÷ 4 = 12 Grouping – using a numberline

49. CAUTION

50. Year 4 if ready! Bus stop method or Guzinter method

51. 1443 ÷ 3 =

52. Write a list to help 12 24 36 50 etc Two-digit long division Y5/6

53. With decimal remainders – y6 To 3dp

54. 964 ÷ 7 A challenge! (remember we learn through challenge!)

55. Key Messages about written methods For written calculations it is essential that there is a progression which culminates in one method. The individual steps within the progression are important in scaffolding children’s understanding and should not be rushed through. Practical equipment, models and images are crucial in supporting children’s understanding.

56. More ideas! See booklets Key message= talk, talk talk!