Working Together with Mathematics KS1 Workshop Tuesday 6 th December 7.30 – 8.15

Aims of the Workshop To consider briefly how mathematics is taught in school today. To understand different strategies for addition, subtraction, multiplication and division To discuss how you can support your children at home.

Which of these words would you use to describe Mathematics?

What Mathematics have you used this morning? List on a piece of paper

How has Mathematics teaching and learning changed? “It’s not like it was when I was at school…” Interactive teaching It’s more active and collaborative ‘Having a go’ and ‘Talking maths’ are encouraged Emphasis on mental calculation Different approach to written calculations Maths through problem solving Maths is FUN!!!

Working towards Calculations Mental calculations are important Children need to have a secure understanding of number Need to be able to understand what they are doing to be able to enjoy maths.

Working towards Calculations At every stage, teachers first use examples that children can easily do mentally Children then see how the steps in a written procedure link to what they do in their heads They then move to using numbers that cannot easily be dealt with mentally, including money and decimal numbers

Working towards calculations The process Mental Recall Mental Calculations with jottings Informal Methods Expanded Written Methods Formal Written Methods Calculator

Progression in Addition Addition of numbers using objects or fingers = Using a number line to count on = Adding two numbers by keeping one in their head and adding on another =

Progression in Addition The empty number line The empty number line helps to record the steps on the way to calculating the total. The steps often bridge through a multiple of = = 84 or:

Have a go! Use a number line to find answers to these sums

Partitioning The next stage is to record mental methods using partitioning. Partitioning both numbers into tens and ones mirrors the column method where ones are placed under ones and tens under tens. This also links to mental methods. Eg: = = = 123 or = = = 123 Partitioned numbers are then written under one another: Progression in Addition

Over to you! Use partitioning to find answers to these sums

Progression in Subtraction Subtraction of numbers using objects or fingers 10 – 5 = Using a number line to count backwards. 14 – 3 = Subtracting a number by counting back from the larger number in my head 27 – 3 =

The empty number line The empty number line helps to record the steps in mental subtraction. There are several ways to do this: Counting Back - a calculation like can be recorded by counting back 27 from 74 to reach 47. or Counting Up - the steps can also be recorded by counting up from the smaller number to find the difference or Progression in Subtraction

Over to you! Use a number line to find answers to these sums (count up or back?) 86 – 68 (count up or back?)

Partitioning Subtraction can be recorded using partitioning to write equivalent calculations that are easier to carry out mentally. For this involves partitioning the 27 into 20 and 7, then subtracting 20 and 7 in turn. 74 – 27 is the same as 74 – 20 – 7 74 – 20 = – 7 = 47 Progression in Subtraction

Over to you! Use partitioning to find the answers – 45

Progression in Multiplication Initially multiplication is introduced as ‘counting’ in ‘groups’ or ‘sets’ of numbers e.g. 10, 20, 30, 40, 50, 60, etc 5, 10, 15, 20, 25, 30, 35, 40, etc 2, 4, 6, 8, 10, 12, 14, 16, etc

Progression in Multiplication Multiplication is then introduced as ‘repeated addition’ using vocabulary such as ‘lots of’ or ‘groups of’ real objects or pictures 3 lots of 3 = 9 leading to 3 x 3 = 9

Progression in multiplication This develops into understanding Multiplication as describing an ‘Array’   3 rows of 5  3 x 5 or 5 x 3

Progression in Division Initially division is introduced as ‘sharing’ using real objects or pictures. Share 10 apples equally between 2 children which eventually becomes 10 ÷ 2 = 5

Progression in Division Using a number line to count back using ‘repeat subtraction’ e.g. 12 ÷ 3 = – 3 – 3 – 3 – 3 = lots of 3 12 ÷ 3 = 4

Supporting your child at home Use the same methods at home as in school Play board games Get your children to help with the shopping Television timetables Measuring ingredients, cooking Play cards and other number games Support your children in telling the time and using it often Use some of the ideas in the leaflets Ask questions!

Things to consider Do we create at home an atmosphere where exploration and ‘having a go’ is seen as more important than getting it right? Do we use opportunities to talk about maths?

Remember! Be Positive – even if you don’t feel it Ask your child to explain to you how they are doing their maths (It may be different to the way you were taught) ‘TALK’ to them about and involve them in everyday maths ‘ASK’ the teacher if you have any questions about the maths your child is doing HAVE FUN!!!