Keeping Up With the Children - Maths

What maths have you done today?

 To provide an overview of the 2014 National Curriculum for Maths  To share our approach to teaching calculation skills  To raise awareness of what maths resources are available, to support your child’s learning  To enable you to feel more confident about supporting children with maths at home Aims of session

 Children to know by heart their tables to 12x12, by the end of year 4.  Greater emphasis on formal written calculation methods; long multiplication and division.  Earlier and more challenging requirement for fractions and decimals.  Increased requirement for pupils to use formulae for volume and to calculate the area of shapes other than squares and rectangles.  Use of calculators to be restricted until the end of Key Stage 2.  Greater emphasis on the use of large numbers, algebra, ratio and proportion at an earlier age than previously.  Roman numerals have been introduced from year 3.  Greater focus on interpretation of data. The 2014 National Curriculum HEADLINES

To ensure that children  become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language  can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions The 2014 National Curriculum AIMS

“The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.” National Curriculum for Maths Sept 2014 The 2014 National Curriculum EXPECTATIONS

 have a secure knowledge of number facts and be fluent in the four operations;  be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages;  be able to solve a wide range of problems, including those which require efficient mental and written methods;  confidently use appropriate mathematical vocabulary to present a mathematical justification, argument or proof. Our Aims

 Recall of number bonds.  Using near doubles.  Partitioning (splitting a number up) and recombining (putting it back together again).  Counting on and counting back in steps of 1, 10, 100 or  Adding the nearest multiple of 10, 100 or 1000 and adjusting e.g. add 10 then take away 1 in order to add 9 to a number.  Using the relationship between addition and subtraction. Mental strategies for addition

1. Recognise some numerals of personal significance. 2. Recognises numerals 1 to Counts up to three or four objects by saying one number name for each item. 4. Counts actions or objects which cannot be moved. 5. Counts objects to 10, and beginning to count beyond Counts out up to six objects from a larger group. 7. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. 8. Counts an irregular arrangement of up to ten objects. 9. Estimates how many objects they can see and checks by counting them. 10. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. 11. Finds the total number of items in two groups by counting all of them. 12. Says the number that is one more than a given number. 13. Finds one more or one less from a group of up to five objects, then ten objects. 14. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. 15. Records, using marks that they can interpret and explain. 16. Begins to identify own mathematical problems based on own interests and fascinations. 1. Children count reliably with numbers from 1 to They place them in order. 3. They say which number is one more or one less than a given number. 4. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. 5. They solve problems, including doubling, halving and sharing. Early Years

= 25 Number line – counting on

Partitioning = = = 7

Your Turn! = = = 8

Column addition

Your Turn!

Mental Strategies for Subtraction  Recall of addition and subtraction facts.  Finding a small difference by counting up.  Partitioning (splitting a number up) and recombining (putting it back together again).  Counting on and counting back in steps of 1, 10, 100 or  Subtracting the nearest multiple of 10, 100 or 1000 and adjusting e.g. take away 10 then add 1 in order to take away 9 from a number.  Using the relationship between addition and subtraction.

1. Recognise some numerals of personal significance. 2. Recognises numerals 1 to Counts up to three or four objects by saying one number name for each item. 4. Counts actions or objects which cannot be moved. 5. Counts objects to 10, and beginning to count beyond Counts out up to six objects from a larger group. 7. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. 8. Counts an irregular arrangement of up to ten objects. 9. Estimates how many objects they can see and checks by counting them. 10. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. 11. Finds the total number of items in two groups by counting all of them. 12. Says the number that is one more than a given number. 13. Finds one more or one less from a group of up to five objects, then ten objects. 14. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. 15. Records, using marks that they can interpret and explain. 16. Begins to identify own mathematical problems based on own interests and fascinations. 1. Children count reliably with numbers from 1 to They place them in order. 3. They say which number is one more or one less than a given number. 4. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. 5. They solve problems, including doubling, halving and sharing. Early Years

Number line - counting back

Number line – counting on =

Your Turn!

50 – 20 = = = – 22 = Partitioning 31

Your Turn! – 35 = 70 – 30 = = = 43 43

Column subtraction 342 – 127 =

Your Turn! – 127 =

Mental Strategies for Multiplication  Using knowledge of doubling and halving  Using recall of times tables facts  Using closely related facts e.g. 13 x 11 = (13 x 10) + (13 x 1)  Multiplying by 10, 100 or 1000  Partitioning numbers e.g. 23 x 4 = (20 x 4) + (3 x 4).  Using knowledge of factors

1. Recognise some numerals of personal significance. 2. Recognises numerals 1 to Counts up to three or four objects by saying one number name for each item. 4. Counts actions or objects which cannot be moved. 5. Counts objects to 10, and beginning to count beyond Counts out up to six objects from a larger group. 7. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. 8. Counts an irregular arrangement of up to ten objects. 9. Estimates how many objects they can see and checks by counting them. 10. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. 11. Finds the total number of items in two groups by counting all of them. 12. Says the number that is one more than a given number. 13. Finds one more or one less from a group of up to five objects, then ten objects. 14. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. 15. Records, using marks that they can interpret and explain. 16. Begins to identify own mathematical problems based on own interests and fascinations. 1. Children count reliably with numbers from 1 to They place them in order. 3. They say which number is one more or one less than a given number. 4. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. 5. They solve problems, including doubling, halving and sharing. Early Years

4 groups of 2 = 8 4 x 2 = 8 13 rows of 4 10 x 4 = 40 3 x 4 = = 52

Partitioning 36 x x 5 = x 5 = = 180

Partitioning 36 x 5 X = 180

Your Turn! 28 x 5 X x 5 = = 180

Grid method 17 x 25 X =

Your Turn! 34 x x 25 = 425 X = 425

Long Multiplication x 26 ______

153 x 24

Mental Strategies for Division  Using knowledge of doubling and halving  Using times tables facts to find division facts eg 3 x 5 = 15 so 15 ÷ 5 = 3  Using closely related facts eg 21 ÷ 7 = 3 so 210 ÷ 7 = 30, 210 ÷ 70 = 3, 2.1 ÷ 7 = 0.3 etc  Dividing by 10, 100 or 1000  Using knowledge of factors

1. Recognise some numerals of personal significance. 2. Recognises numerals 1 to Counts up to three or four objects by saying one number name for each item. 4. Counts actions or objects which cannot be moved. 5. Counts objects to 10, and beginning to count beyond Counts out up to six objects from a larger group. 7. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. 8. Counts an irregular arrangement of up to ten objects. 9. Estimates how many objects they can see and checks by counting them. 10. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. 11. Finds the total number of items in two groups by counting all of them. 12. Says the number that is one more than a given number. 13. Finds one more or one less from a group of up to five objects, then ten objects. 14. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. 15. Records, using marks that they can interpret and explain. 16. Begins to identify own mathematical problems based on own interests and fascinations. 1. Children count reliably with numbers from 1 to They place them in order. 3. They say which number is one more or one less than a given number. 4. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. 5. They solve problems, including doubling, halving and sharing. Early Years

How many monsters?

Division - grouping

Using a number line +50 r ÷ 5 = x 5 4 x 5 14 r 2

Your Turn! 78 ÷ 4

Short Division – Bus Stop r , 12, 18, 24

Your Turn! 164 ÷ 7

 Abacus  NRich  BBC bitesize  Woodlands Junior, Kent  Topmarks (Hit the button) Maths Resources

 Little and often is the key to learning number facts  Play traditional games, eg. Snakes & Ladders, Dominoes, Shut the Box  Make up calculation games, using dice  Use simple equipment to aid understanding, eg. counters, beads, straws etc.  Encourage your child to use money and clocks  Use online resources and games to practice key facts and develop problem solving skills – See our website  Traditional games such as battleships, draughts and chess help children to explore coordinates  Be practical; eg. when baking show your child how to read scales and practise converting measures in a recipe  Instant recall of times tables facts is essential in Key Stage 2. Frequent practise at home will keep these skills sharp. Supporting children at home

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