1. PRIMARY ADVANTAGE MATHEMATICS PROGRAMME A MODEL OF BEST PRACTICE The Four Operations Lizzie Winterton and Catherine Thomas

2. The Fundamentals – Year 3

3. The Fundamentals – Year 4

4. Experience and the National Curriculum Procedural Fluency Conceptual Understanding What does this mean for teaching? Primary Advantage Maths Programme

5. Addition – Mental Methods 50 + 643324 + 58360 + 360 3.2 + 1.91.5 + 1.627 + 36 + 13 Did you: Count on from the largest number? Re-order the numbers? Partition the numbers into 100s 10s and ones? Bridge through 10 and multiples of 10? Add 9, 11, etc. by adding a multiple of 10 and compensating? Use near doubles? Use knowledge of number facts? These are all strategies that children need to be aware of when carrying out addition calculations.

6. Compacted or leading to Models for Addition

7. Compacted or Models for Addition

8. Compacted or Models for Addition

9. Compacted or leading to Models for Addition

10. Compacted or Models for Addition

11. Compacted or leading to 40 Models for Addition

12. Have a go at completing the sums below, drawing the place value counters: 1.127 + 154 1.212 + 139 2.176 + 116 1.172 + 50 Your turn: Remember to use the terms regroup and rename. HTO 182 = 281

13. leading to or Compacted 7 Models for Subtraction

14. or Compacted leading to Models for Subtraction

15. leading to or Compacted 2 6 12 6 Models for Subtraction

16. leading to or Compacted 2 612 6 Models for Subtraction

17. Have a go at completing the sums below, drawing the place value counters: 1.377 - 194 1.122 - 91 2.132 - 121 1.172 - 191 Your turn: 377 – 194 Remember to use the terms regroup and rename. = 183 HTO 381

18. Bead Bar Number Line Fingers “6”“6”“9”“9” “12” “3”“3” 0 3 6 9 12 Lots of the ‘same thing’ Models for Multiplication

19. 3 x 44 x 3 Models for Multiplication Four groups of 3Three groups of 4 Multiplication is commutative How can it be represented?

20. An image for 7 x 8 = 56 Models for Multiplication 20 88 This demonstrates how children can use partitioning and facts they know to calculate unknown sums.

21. 18 13 1810 8 13 3 10 10080 2430 Models for Multiplication 18 x 13 =234

22. Progressing towards the standard algorithm 1 0 8 3 1 0 08 0 3 02 4 Models for Multiplication

23. 108 3 10080 30 24 18 13 54 180 234 Models for Multiplication

24. Either: How many 7s can I see? (grouping) Or: If I put these into 7 groups how many in each group? (sharing) Models for Division An image for 56 ÷ 7

25. Models for Division 5 6 7 80 The array is an image for division too 7 8 5 6

26. 120 ÷ 3 40 1203 The power of the place value counters for larger numbers Models for Division

27. 1200 ÷ 3 Similarly for 100s 400 12003 Models for Division

28. 2 0 1 3 8 HundredsTensOnes 6 1 0 3 1 138 6 23 Dare to share fairly – free app

29. Have a go at completing the sums below, using the app: 1.125 ÷ 5 1.232 ÷ 4 2.167 ÷ 2 1.656 ÷ 5 Your turn: Remember to use the terms regroup and rename.

30. Have a go… www.discoveryeducation.co.uk Username: student20561 Password: trinity All the slides from tonight will be available to download from the school website: www.holytrinity.hackney.sch.uk

31. Help your child to have: Rapid recall of addition and subtraction facts to 10, 20, 100 Rapid recall of doubles and halves to 100 Rapid recall of 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 & 12 times tables The knowledge of how to read the time on an analogue and digital watch 1.Look, cover, write and check 1.I say, you say 1.Five minutes whenever you get the chance