Maths Workshops at Smallberry Green Primary School PRACTICAL FUN! FLUENCY REASONING REAL-LIFE CHALLENGING PROBLEM-SOLVING

Aims of today To get an insight into how Maths is taught at Smallberry Green. To take away some ideas to support your children at home. To work with teachers and take part in a variety of maths activities.

Maths at Smallberry Green = + x % subtract more add sum factor product Here is a receipt for some shopping. How much did I spend? How much change did I get from £20?

The New Maths Curriculum 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.

Addition, Subtraction, Multiplication and Division expectations by end of year group add with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate estimate and use inverse operations to check answers to a calculation solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. recall multiplication and division facts for multiplication tables up to 12 × 12 use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers recognise and use factor pairs and commutativity in mental calculations multiply two-digit and three-digit numbers by a one-digit number using formal written layout

Importance of Mental Maths and Fluency Quick recall of facts and procedures The flexibility and fluidity to move between different contexts and representations of mathematics. By the end of year four all students need to know their multiplication tables from 1-12 all the way to 12 x 12 We are practising with a variety of fun engaging games

Mental maths games Tic Tac Toe Bingo Maths Card games Dominoes Snakes and ladders Fortune teller Even a spinner

Explore! Take some time to explore some of these games using the resources at your table!

Context/visual diagrams What’s the context? The more real life we can make maths for our children, the more engaged in learning they will be!

Mental Methods Addition Subtraction Number bonds Adding to the nearest multiple of 10, 100, 1000 Using near doubles Adjusting Partitioning Recombining Estimate mentally to check solutions Find a 1000 less than a given number Count backwards through 0 Estimate and check solutions using mental strategies

Addition Methods 7 1 5 1 Expanded Method Compact Column Method 4926 + 543 = 5469 4 9 2 6 + 5 4 3 5 4 6 9 1 Carrying and exchanging in the bottom ⁰ ⁰ ⁰ ⁰ ⁰ ⁰ 7 1 5 1 ⁰ ⁰

Subtraction Methods Decomposition 3694 - 1765 = 1929 2000 1600 80 14 3000 600 90 4 1000 700 60 5 1000 + 900 +20 +9 Compact column method 2 16 8 14 3 6 9 4 - 1 7 6 5 1 9 2 9

Multiplication Written Methods Grid Method: Column Method:

Division Written Methods Chunking Method Short Division

14－5＝ 9 14－4＝10 10－1＝9 14 is 10 and 4. Partition 5 into 4 and 1. Take away 4 and then take away 1. －1 －4 1 2 3 19 18 5 6 8 4 10 11 12 9 14 15 16 13 17 7 20 14－5＝ Now demonstrate the method to your partner using the number line 9 Consider whether subtracting from 10 would be appropriate on the number line? 14－4＝10 10－1＝9

Developing depth/simplicity/clarity 7 2 5 7 1.9 5.1 Should become part of how you teach it This slide makes point about it goes through the system Make the link to the Unit on equivalent calculations 2 + 5 = 1.9 + 5.1 C a b 7.4 1.7 5.7

Finding unknowns ? 3 7 20 ? Highlight the inverse relationships … 10 3 ? 10 ?

Correct terminology

Reasoning examples embedded throughout mathematics curriculum Are these number sentences true or false? 73 + 40 = 113 98 – 18 = 70 46 + 77 = 123 92 – 67 = 35 Give your reasons. Always, sometimes, never Is it always, sometimes or never true that if you add three numbers less than 10 the answer will be an odd number Hard and easy questions Which questions are easy / hard? 23 + 10 = 93 + 10 = 54 + 9 = 54 + 1 = Explain why you think the hard questions are hard?   What else do you know? If you know this: 87 = 100 – 13 what other facts do you know?

Mathletics!

Times Table Challenge and Weekly Raffle

Importance of the role of: Repetition Challenge Mathematical language Representation (images and resources) The connection between concrete and abstract Practising makes perfect! (Importance of knowing number bonds and times-tables). Factual – I know that Procedural – I know how Conceptual – I know why