Parklands Junior School Maths Workshop M.Aziz

Contents Key changes in the curriculum and SATs papers Methods of calculation Facts and general knowledge Using and applying How to help your child at home

New Primary Maths Curriculum Clear expectations around written methods of calculation in addition to mental methods. Children are expected to know their times tables up to 12 x 12. More requirement for children to know about fractions, decimals and percentages Financial skills have been reinforced i.e money skills, working with percentages. Less reliance on calculators. Roman Numerals introduced! Expectations are higher than ever!

SATs The Mathematics tests have undergone the biggest change this year. Children will sit three tests: Paper 1, Paper 2 and Paper 3. Paper 1 is for ‘Arithmetic’ lasting for 30 minutes, covering calculation methods for all operations, including use of fractions, percentages and decimals. Questions gradually increase in difficulty. Not all children will be expected to access some of the more difficult questions later in the paper. Papers 2 and 3 cover ‘Problem Solving and Reasoning’, each lasting for 40 minutes. Pupils will still require calculation skills but will need to answer questions in context and decide what is required to find a solution.

Maths paper 1: Arithmetic

Maths paper 2/3: Reasoning

“They didn’t do it like that in my day!” Do your children sometimes ask for help in their maths homework and start talking in another language e.g. partitioning, grid multiplication?

Which is more important: or

If I can’t do it wholly in my head, what do I need to write down in order to help me calculate the answer? Can I do this in my head? Do I know the approximate size of the answer? Will the written method I know be helpful? When faced with a calculation, no matter how large or difficult the numbers may appear to be, all children should ask themselves:

It is important to encourage children to look first at the problem and then get them to decide which is the best method to choose – pictures, mental calculation with or without jottings or structured recordings..

Children attempting to use formal written methods without a secure understanding will try to remember rules, which may result in unnecessary and mistaken applications of a standard method. ?

Place value Children must have a sound understanding of the place value of digits up to Ten Million by year 6.

This is particularly important when they need to x and ÷ a number by 10, 100 and 1000.

5.06 x 10 =

Addition Standard method Quick and straightforward. Doesn't necessarily go through place value and children don't understand the values of digits. Children forget to add on the small 1

Addition Addition using partitioning HTU + HTU = = = 14 Now add all 3 numbers together: = 1024 YOUR TURN! =

Addition = = = = 2606

Subtraction Number line Used more in lower school to allow children to understand that subtraction means counting up. Used more effectively in the context of time or money – 673 =

Sam leaves home at 7.50am and arrives to school at 8.37am. How long was his journey? mins 30mins 7mins 10mins + 30mins + 7mins = 47mins

Subtraction Number line Kate goes to the supermarket with £ She buys some items and receives £27.25 change. How much did she spend?

Subtraction Number line Kate goes to the supermarket with £ She buys some items and receives £27.25 change. How much did she spend? £27.25 £28.00 £30.00£ £0.75 +£2.00 +£20.00 £ £ £0.75 = £22.75

Standard method Subtraction Quick and straightforward Can be difficult when doing a problem such as: 4000 – 781. Number line would then be more appropriate

Multiplication Standard method

Multiplication Ladder method: 565 x 7 = 565 x (500 x 7) (60 x 7) (7x5) Children have a better understanding of place value

Multiplication Grid method: When multiplying pairs of 2 digit numbers or more. 45 x X

Multiplication Grid method: Your turn 67 x X

Multiplication Grid method: Your turn 67 x X

Multiplication 423 X 36

Multiplication

Division Standard - Short division

Division Chunking: Involves repeated multiplication mentally YOUR TURN! 173 ÷ 5 =

Division

Common facts

Reading the time!

Word problems! Children need to be able to identify key vocabulary and use this to work out which calculation is needed.

Using and applying Using your mathematical skills and applying them to problem solving.

Using and applying In this maze there are numbers in each of the cells. You go through adding all the numbers that you pass. You may not go through any cell more than once. Can you find a way through in which the numbers add to exactly 100?

Play times tables games Play mental maths games including counting in different amounts, forwards and backwards Encourage opportunities for telling the time Encourage opportunities for counting coins and money; finding amounts or calculating change when shopping Look for examples of 2D and 3D shapes around the home Identify, weigh or measure quantities and amounts in the kitchen or in recipes Play games involving numbers or logic, such as dominoes, card games, darts, draughts or chess Download maths apps for tablets. Visit maths websites. Practise test questions at home. How can you help:

Questions? Please remember to visit our school website → Learning → Mathswww.parklands.havering.sch.uk