Welcome to TGPASJ Maths Session for Y3 and 4 Parents and Children

Maths at TGPASJ The teachers Specialist maths teachers in Y3/4 and Y5/6 What we teach We have 30 KPIs (Key Performance Indicators) for each child in each year group Assessment Daily – we informally assess all the time Weekly – a Maths Skills Test Half termly - Assessment Week End of Key Stage – National SATs (Standard Assessment Tests) – pupils in Y2 and Y6

5. Solve number problems and practical problems involving these ideas. Programme of Study for Maths: Stage 3 Year : Class: Not achieved   Partly achieved Fully achieved Place Value 1. Count from 0 in multiples of 4, 8, 50 and 100. Find 10 or 100 more or less than a given number. 2. Recognise the place value of each digit in a three-digit number (hundreds, tens, ones). 3. Compare and order nos up to 1000. Read and write nos up to 1000 in numerals and in words. 4. Recognise the place value of each digit in a 4-digit number (thousands, hundreds, tens, and ones). Order and compare numbers beyond 1000. 5. Solve number problems and practical problems involving these ideas. Add and Subtract 6. Add and subtract numbers mentally, including: a 3-digit no and 1s, 10s, 100s. 7. Add and sub numbers with up to 3 digits, using formal written methods of columnar add and sub 8. Estimate the answer to a calculation and use inverse operations to check answers. 9. Solve probs, inc missing no probs, using number facts, place value, and more complex add/sub. Mult and Divide 10. Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. 11. Write and calc math statements for x and ÷ using the tables they know, including 2-digit numbers times 1-digit numbers, using mental and formal written methods. 12. Solve probs and missing number probs, involving x and ÷, including integer scaling probs and correspondence probs in which n objects are connected to m objects. Fractions 13. Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10. 14. Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

A plea from the Maths teachers Please don’t tell your child that you’re bad at maths. Plenty of people have not had great maths teaching and are not good at maths now, but it isn’t that they ‘don’t have a maths brain. Just that they were not well taught and didn’t have the chance to digest the ideas, try them out, explain it to someone, discuss it. Research that says you will have a bad effect on your child. We suggest mathematical resilience is above all a ‘can do’ approach to any new mathematics encountered, a willingness to put in effort to develop fluency, and an ability to marshal whatever support is needed to overcome barriers to mathematical growth. Not just keep trying – if you don’t know how, you don’t know how, but put in effort and if you can’t do it ask us for help.

1×1=1 1×2=2 1×3=3 1×4=4 1×5=5 1×6=6 1×7=7 1×8=8 1×9=9 1 4×4=16 4×5=20 4×6=24 4×7=28 4×8=32 4×9=36   4 5×5=25 5×6=30 5×7=35 5×8=40 5×9=45 5 3×3=9 3×4=12 3×5=15 3×6=18 3×7=21 3×8=24 3×9=27 3 2×2=4 2×3=6 2×4=8 2×5=10 2×6=12 2×7=14 2×8=16 2×9=18 2 6×6=36 6×7=42 6×8=48 6×9=54   6 7×7=49 7×8=56 7×9=63 7 8×8=64 8×9=72 8 9×9=81 9

Daily multiplication practice

Visualising Times Tables https://fusion.webfusion-secure.co.uk/~numbergym.co.uk/hosting/NGS/NGSmenu51.html

Lets work on our times tables together! We’ve had too much sitting down. We’re going to count together: Every time we say a number divisible by 5 – stand up Every time we say a number divisible by 6 – raise your arms

Multiplication Tables Try doing this question without knowing your tables 357 x6 4 2 All of our current Y6 know how to do this but pretty much always there will be a mistake made in schools across the country someone has to spend 20 seconds counting through their 6 times tables

x6 42 Try doing this question without knowing your tables 357 3 4 42 All of our current Y6 know how to do this but pretty much always there will be a mistake made in schools across the country someone has to spend 20 seconds counting through their 6 times tables

x6 2142 Try doing this question without knowing your tables 357 3 4 2142 All of our current Y6 know how to do this but pretty much always there will be a mistake made in schools across the country someone has to spend 20 seconds counting through their 6 times tables

Our Maths Lessons

Our Maths Lessons H T O 3 4 3 x 3 x 4 3 x 30

Our Maths Lessons H T O 3 4 3 x 3 x 4 3 x 30 1 2 9 0

Our Maths Lessons H T O 3 4 3 x 3 x 4 3 x 30 1 2 9 0 1 0 2

Our Maths Lessons I have used counters to represent the number that I can going to subtract from. I have written the number that I am subtracting so that I know how many counters to leave behind.

Our Maths Lessons I start my subtraction in the ones column. I started with 4 ones and then I subtracted 3 so I have 1 remaining.

Our Maths Lessons Now I move onto the tens column. I need to subtract 9 tens but I only have 2 tens. I need to exchange one of my hundreds in 324 for ten tens so I can complete the subtraction in the tens column.

Our Maths Lessons I now have 12 tens which I know I can subtract 9 tens from.

Our Maths Lessons 12 tens subtract 9 tens leaves me with 3 tens.

Our Maths Lessons Now I can complete my subtraction in the hundreds column. 2 hundreds subtract 1 subtract 1 hundred leaves me with one hundred.

The New Maths Curriculum Fluency, Reasoning and Problem Solving Children should: 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. Solve problems by applying their mathematics to a variety of problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. National Curriculum

Reasoning: If 133 x 4 = 532 What does 266 x 4 = I need 4 tins of bean. If 1 tin of beans costs 40p should I buy four single tins or a pack of 4 that cost £1.50?

Problem Solving: Skittle Challenge How many skittles are in one fun size bag? Should I buy tubs or large bags if I want to buy a pack for everyone at Maths Club? Which is better value? Does one skittle cost more or less than 1p?

Some useful free websites: www.myminimaths.co.uk only Y4-6 maths available currently http://www.mad4maths.com/math_help/ www.transum.org www.topmarks.co.uk http://www.bbc.co.uk/education/subjects/z826n39 https://www.khanacademy.org/ *you will need to register, but still free Available from school: *all Y3 and Y4 pupils have individual logins from school www.numbergym.co.uk www.educationcity.com