HOW DO WE TEACH MATHS? Calculations Evening for Parents January 2014

Teaching Calculations Addition Subtraction Multiplication Division

Addition & Subtraction

Vocabulary in Reception add more and make sum total altogether double How many more to make ……?

Vocabulary Year 1 – plus near double Year 2 - addition Year 4 - increase

Addition Progression in addition  Pictures and words  Symbols  Informal jottings  Expanded methods  Compact methods  Calculator

Addition

There are 19 books on the top shelf and 32 books on the bottom shelf. How many books are there all together? The empty number line There are 51 books altogether. = 51

Addition There are 19 books on the top shelf and 32 books on the bottom shelf. How many books are there all together? The empty number line There are 51 books altogether. = 51

Addition – mental to written =

EXPANDED FORMAT least significant digit first 1 COMPACT METHOD 7 Addition – mental to written

Subtraction How do we do it? 632 minus – take away less than 40

Vocabulary Reception take/take away leave count on/back less difference between How many fewer is…..than….? How many have gone? How many are left over? How many more to make? Year 1 subtract minus How much less is….? Year 2 subtraction one hundred less Year 4 decrease

Subtraction Progression in subtraction  Pictures and words  Symbols  Informal jottings  Expanded methods  Compact methods  Calculator 18 – 3 = 15

Subtraction There are 34 children in the room, 27 go into the hall. How many are left? The empty number line 7 children are left = 7

Subtraction The baker makes 54 loaves and sells 28. How many has he left? The empty number line 26 loaves are left = 26

Subtraction The baker makes 54 loaves and sells 28. How many has he left? The empty number line 26 loaves are left = 26 26

Subtraction – mental to written =

Subtraction – mental to written and 60 and and 40 and 8 Decompose 60 into 50 and and 50 and and 40 and and 10 and 5

Subtraction – mental to written and 40 and and 50 and 8 Decompose 40 into 30 and and 30 and and 50 and Decompose 600 into 500 and and 130 and and 50 and and 80 and 5

Multiplication & Division

YEAR 2 lots of, groups of times, multiply, multiplied by multiple of once, twice, three times… ten times… times as (big, long, wide, etc.) repeated addition array row, column double, halve Multiplication Vocabulary RECEPTION count in ones, twos..tens odd, even every other How many times? double, halve, pair

YEAR 3 multiplication, product YEAR 4 factor Multiplication Vocabulary

Progression in multiplication 7 x 4 = 4 x 7 7 x 14 = X 7 70 (7x10) 28 (7x4) x7 98 2

Progression in multiplication (continued) 17 x 14 = x10= x4 = 40 7x10= 70 7x4 = X (10x10) 40 (10x4) 70 (7x10) 28 (7x4) X (14 x 10) 98 (14 x7) 238

Progression in multiplication (continued) 268 x 53= X x

Division Divided by 12 ÷ 3 group share 137 ÷ 17

YEAR 1 share, share equally one each, two each, three each… group in pairs, threes… tens equal groups of divide, divided by, divided into left, left over YEAR 4 quotient, divisible by inverse Division Vocabulary

Progression to Division Sharing  Grouping Knowing division facts ‘Chunking’

Progression in division: (Sharing) 24 ÷ 4 = Share 24 between 4 groups.

Progression in division: (Grouping) 24 ÷ 4 = Counting in steps (4, 8, 12, 16, 20, 24)

Progression in division: Step 1 _____ 7 ) (1 x 7) (1 x 7) (1 x 7) 379

Progression in division: Step 2 _____ 7 ) (10 x 7) (10 x 7) (10 x 7) (10 x 7) (10 x 7) (7 x 7) 1 57r1

Progression in division: Step 3 _____ 7 ) (50 x 7) (7 x 7) 1 57r1

How can you help? Develop mathematics in real situations at home, e.g. cooking, shopping etc Play simple games, e.g. Ludo, Dominoes etc Learn that mathematics is much more than calculations in a book or tests. Always try to boost your child’s confidence. Judge their ability by what they can do in their heads. If you aren’t sure about how your child is doing their calculations ask the teacher’s advice. Be positive about mathematics – it’s fun!