Keeping up with the Kids in Maths – KS1

Session 1 – What is Mastery? Multiplication, Division and Fractions

Aims of today To understand how we have changed the way we teach maths using the New National Curriculum To learn how this relates to teaching about multiplication, division and fractions Give you some ideas of how you can help your child at home

Maths is often abstract Maths is often abstract. We help the children to understand the abstract. This is reflected in our school calculation policies (you have one to take home). This will go through everything we do – the number system we are talking about today and then addition, subtraction, multiplication, division and fractions other weeks.

Counting in steps of two, three and five from 0 This is a precursor to learning times tables It is needed for both multiplication and division. Practice at home with your child counting in twos and fives at first, then try threes.

Counting in steps of two, three and five from 0 Put into real-life context by using: (concrete) Use a number line to show (pictorial)

Counting in tens As seen previously this will help develop an understanding of place value and the part it can play in multiplication or division. 10 x 3 = 30 30 ÷ 10 = 3

Doubling and halving Multiplication and division will be taught alongside each other just like addition and subtraction to emphasis the relationship between them. Doubling links to multiplication, halving to division. They are two sides of the same coin. The child are often told that they undo one-another. They are inverse operations

The most important word in multiplication, division and fractions is Doubling and halving 3 8 The most important word in multiplication, division and fractions is equal

Division by sharing Not the method used in later calculations

Division by grouping 10 ÷ 2 = Use a number line to calculate 45 ÷ 5 = http://www.taw.org.uk/lic/itp/itps/Grouping_1_3.swf Use a number line to calculate 45 ÷ 5 =

Multiplication by repeated addition This is the inverse of grouping 3 x 3 = 9 5 + 5 + 5 = 15 5 x 3 = 15 Use a number line to calculate 4 x 3 =

Linking multiplication to division by using arrays

Linking multiplication to division by using arrays 15 5 15 3 15 3 5 15 ÷ 3 = 5 3 x 5 = 15 15 ÷ 5 = 3 5 x 3 = 15  

Division with remainders 13 ÷ 4 =   23 ÷ 3 =   Show this on a number line 

Fractions Year 1 recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Year 2 recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity write simple fractions for example ½ of 6 = 3 and recognise the equivalence of 2/4 and ½ . meet ¾ as the first example of a non-unit fraction. count in fractions up to 10, starting from any number

Fractions We have already covered finding half. Doubling is finding the whole when you know the fraction half. This can be used for other fractions to deepen understanding -

Fractions of shapes or objects Easy to put in real life context but needs to be varied not always pizza or cake. Important – equal parts

Fractions of quantities Easy to link to the part-part-whole model Important – equal parts 3 6 3 12 3 6 whole 3 halves quarters

Fractions of quantities If 2 is a quarter, what is the whole? 2 whole halves quarters

Counting in Fractions

Reasoning and Problem Solving How would you help your child?

Reasoning and Problem Solving

How to help at home Practise counting in ones, tens, twos, fives, threes (backwards and forwards) Once they can do this practise times tables Practise counting on in halves, quarters or thirds Use everyday events to link to multiplication and division – making ice lollies, cakes, ice cubes Use concrete objects e.g. different denomination coins or grapes, raisins, cubes Draw pictures or ideas from the calculation policy to help them understand

Next week multiplication, division and fractions Thank you Any questions? Next week multiplication, division and fractions