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Maths Workshop KS1

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Aims in KS1 To have a secure knowledge of number facts and a clear understanding of the four operations. To be able to use their knowledge and understanding to carry out calculations mentally and to apply appropriate strategies when using larger numbers. To have an efficient, reliable written method of calculation for each operation that can applied with confidence.

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Strategies for Mental Calculations Number bonds to 10 and 20 Counting forwards and backwards in 1s and 10s Doubles and near doubles Partitioning and recombining numbers Adjusting near multiples of 10 Bridging through 10 Inverse relationships

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Addition

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Progression in Addition Recording calculations in pictures 4 + 2 = 6 3 + 3 = 6

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Bead strings or beads / counters to illustrate addition 8 + 2 = 10

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Using a number line to count on in units 12 + 6 = 12 + 6 = 18 +1 1812

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Using a number line to count on in tens 24 + 30 = 24 + 30 = 54 + 10 24344454

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Partition a number to bridge through a multiple of ten 15 + 8 = + 5 152023 + 3 15 + 8 = 23

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Use a number line to count on in tens and units by partitioning 48 + 14 = 62 48 + 14 = + 10 485862 + 4

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Adding near multiples of ten by adding in tens and adjusting 25 + 19 = 25 + 19 = 44 + 20 45 4425

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Partitioning to solve more complex addition 265 + 177 = 265 = 200 + 60 + 5 177 = 100 + 70 + 7 __________ 300 + 130 + 12 = 442

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Using the partitioned method to add in columns 215 + 176 = 215 + 176 = 391

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Column method including carrying digits 217 + 179 = 2 1 7 1 7 9 217 + 179 = 396 1 3 9 6

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Bead strings or beads / counters to illustrate subtraction 10 – 2 = 8

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Using a number line to count back in units 18 - 6 = 18 – 6 = 12 12 18

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Progression in Subtraction Recording calculations in pictures 9 – 5 = 4

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To find the difference by counting on the number line 32 - 18 = 2 + 10 + 2 = 14 + 2+ 10 + 2 18203032 32 - 18 = 14

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To bridge through a multiples of ten when counting back 42 – 25 = 42 – 25 = 17 - 3 172022 42 - 2- 20

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To subtract near multiples of ten by subtracting in tens and adjusting - 20 35 36 55 55 – 19 = 55 – 19 = 36

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To partition numbers and subtract using decomposition 81 – 57 = 81 – 57 = 24 50 7 80 1 70 1 4 20

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To partition numbers and subtract using decomposition 534 - 218 = 534 - 218 = 316 218 = 200 10 8 534 = 500 30 4 20 1 300106

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To use a number line to find the difference between decimals 6.2 – 1.6 = 6.2 – 1.6 = 4.6 + 0.4+ 4 + 0.2 1.62.06.06.2 0.4 + 4 + 0.2 = 4.6

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Subtraction using the column method 561 – 146 = 561 – 146 = 415 561 146 1 5 415

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Counting objects in equal groups Count how many in each group 3 groups /lots of 5

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To understand multiplication as repeated addition 5 lots of 2 = 2 + 2 + 2 + 2 + 2 = 5 x 2 = 10

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Multiplication as arrays (arranging the counters in equal rows – an array)

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Repeated addition on a number line 4 lots of 5 = 4 lots of 5 or 4 x 5 = 20 5 + 5 + 5 + 5 = 20

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To count in 2s, 5s and 10s 2s5s10s

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To simplify multiplication by partitioning 14 x 3 = (14 = 10 + 4) 10 x 3 = 30 4 x 3 = 12 14 x 3 = 42 (30 + 12 = 42)

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To multiply by 10, 100 and 100 using place value (Y3) ThHTU 12 120 1200 12000 12 x 10 = 120 12 x 100 = 1200 12 x 1000 = 12000

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To multiply using multiples of 10, 100, 1000 3 x 20 = 3 x 2 x 10 = 60 7 x 300 = 7 x 3 x 100 = 2100

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To multiply using grid method (Y4) 24 x 6 = x 6 12024 420 24 x 6 = 144 120 + 24 = 144

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Multiply by expanded multiplication 42 x 8 = 42 x 8 = 336

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Multiplication using column method (Y5) 24 x 37 = 24 x 37 = 888 24 x 37 168 720 888

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Sharing items into groups 6 shared between 2 is 3

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Division by repeated subtraction 20 ÷ 5 = 20 ÷ 5 = 4 -5

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Division by chunking (Y4-5) 63 ÷ 5 = 63 50 (10 X 5) 13 ( 2 x 5 ) 10 3 63 ÷ 5 = 12 r 3

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Division by semi-compact division (Y6) 357 ÷ 6 = 357 ÷ 6 = 59 r 3 6 3 5 7 5 30 57 54 9 3

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Division by compact method (Y6) 357 ÷ 6 = 5 6 3 5 7 5 9 r 3 357 ÷ 6 = 59 r 3

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Questions

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Copyright Tim Morris/St Stephen's School

Copyright Tim Morris/St Stephen's School

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