Presentation on theme: "WELCOME TO WEST HOATHLY CE PRIMARY SCHOOL’S MATHS EVENING!"— Presentation transcript:
WELCOME TO WEST HOATHLY CE PRIMARY SCHOOL’S MATHS EVENING!
Where possible calculations should be done mentally. They also need to be able to use an efficient written method. Maths has changed!
By the age of 11 they should : Have an understanding of place value Know number facts Use number facts in calculations Use mental and written methods Use a calculator Explain their methods and reasoning Answers to calculations are feasible What can a numerate child do?
Reception & Year 1
BEGINNER: IN PRACTICAL ACTIVITIES AND DISCUSSION BEGIN TO RELATE ADDITION TO COMBINING TWO GROUPS OF OBJECTS UP TO 10 Everyday activities are used in school to encourage combining two groups such as taking the register. Counting how many girls there are and how many boys are there, then counting them all to find out how many there are all together. Another example is Snack Time. Counting how many children would like milk and how many would like water and then counting how many drinks are needed altogether. At home these experiences can be developed through shopping, laying the table and collecting conkers using the language ‘how many’, ‘count’, ‘add’ and ‘altogether’. A wide range of play activities such as farm animals, cars, bricks, and beads are also used to encourage combining groups.
TARGET 1: WHEN COMBINING TWO SETS, COUNT ON FROM FIRST SET WITHOUT HAVING TO RECOUNT THE FIRST SET. To relate addition to counting on, children need to recognise that addition can be done in any order = 6 is the same as = 6 This can be developed by using sets of objects and adding them together in any order to find the same total and then using a number line with different start points. number line
TARGET 2: BEGIN TO RELATE ADDITION TO COUNTING ON When children are secure with counting on using practical resources, they are ready to progress onto mental strategies. Find the biggest number first and hold it in your head. Then count on the smaller number to find the total.
Year 2 & Year 3
TARGET 3: BRIDGING 10 TO ADD A SINGLE AND TWO-DIGIT NUMBER. In order to bridge 10 you need to know the number bonds to 10 very well: = = = = = 10
USING NUMBER BONDS TO 10 TO ADD: FOR EXAMPLE: = 10 (using number bond to 10) = 11 ( adding the 1 that is left)
EXTENDING THIS TO LARGER NUMBERS: We make the first number up to the next multiple of 10: = 30 Now add what is left of the second number: = 35
USING A NUMBER LINE TO DO THIS:
TARGET 4: BRIDGING 10 AND 100 TO ADD A SINGLE AND TWO-DIGIT NUMBER. FOR EXAMPLE: = 100 (jumping to the next multiple of 10) = 103 (adding what is left of the second number).
USING A NUMBER LINE TO DO THIS:
TARGET 5/6: ADDING TWO- DIGIT NUMBERS BY PARTITIONING INTO TENS AND ONES AND THEN RECOMBINING MENTALLY: For example:
Adding tens: = 50 (number bonds to 50) Adding units: = 10 (number bonds to 10) Recombining tens and units: = 60 Ideally your child should be able to do this mentally.
Year 4 & Year 5 Written Methods
Learning written methods is not our ultimate aim. Mathematics is foremost an activity of the mind. Maths teaching today aims to develop children’s mental strategies to support written methods.
We want children to ask themselves: Can I do this in my head? Can I do this in my head using drawings or jottings? Do I need to use an expanded/compact written method? Do I need a calculator?
TARGET 7: USE EFFICIENT WRITTEN METHODS TO ADD TWO DIGIT AND THREE DIGIT WHOLE NUMBERS AND £.P.
On Saturday the Zoo sells 358 entry tickets and on Sunday it sells 473 tickets. What is the total number of tickets sold over the weekend?
= = 831
Target 8/9: Use more efficient written methods to add integers then decimals
= = 831
Target 10: Use compact written methods to add integers and decimals
Mistakes children make = 8117
It’s now your turn!
How can you help? Talk about how you do maths Give praise and encouragement Be positive Ask your child to explain Make sure maths is fun!