Bridlewood Primary School Calculation and Croissants Parent Workshop 22 nd September2015

Aims To explain how we teach your children +, -, x and ÷. To give you ideas of how you can help your children at home.

Maths Expectations The new curriculum has emphasised traditional calculation methods. There is still an expectation of good mental arithmetic skills but the mental arithmetic paper at the end of key stage 2 is replaced by an arithmetic test. The curriculum has moved most expectations down by a year and each year has its expectations.

By the end of Key Stage 2 we want your children to… Recall key number facts e.g all +/- facts for each number to 12, times tables, number bonds. Have good understanding of the 4 operations. Have an efficient, reliable method of calculation for each operation in line with national expectations. Apply what they know.

Addition

Addition Early Years Reception Adding practically. Solve simple problems Count along a number line add one more.

Addition Year 1 Encouraging children to put the biggest number in their head and count on with fingers. Number bonds to 10 and =10; 13+7= Calculation problems: Jamie has 7 apples and Lana has 4 apples; how many do they have altogether? 7+4= use a number line to count on. Finally calculations with up to two digit added to two digit numbers

Continue to build on two digit by two addition; first with number lines then more formal layout using column method and partitioning. Addition Year = = = Continue to build number bond skills to and beyond 20. Early form of algebra: 12+ =18

Partitioning

Addition Year = =99 Continue to build number bond skills to 100. Using partitioning and column method, add up to three digit by two digit numbers. algebra: 55+ =100 Mentally add 3 numbers to 100: = = 141 Add money amounts to £1 and then to £10.

Addition Year 4 Know number bonds/compliments to 200 Use partitioning at first and then combine to traditional method algebra: 126+ =200 3 digit numbers added to 3 digit numbers

Addition Year 5 Add numbers with up to four digits using column method = Introduce addition using decimals through money problems. algebra: £3.65+ =£10 175cm+ +210cm =500cm

Addition Year = = We will extend further with larger numbers and decimals

Subtraction

Subtraction Early Years/Reception 3-2= Taking away practically. Use objects, pictures and real life situations, e.g: We made 6 cakes and ate 2. How many are left? Start using number lines.

Use of a number line/100 square Reception to Year =

Subtraction using a blank number line 62 – 26 = Your turn! 78-44= If the numbers are far apart, count back. If they are close together, count on.

Subtraction Year 1 Subtract one digit numbers by two digit numbers. Ensure children know that the order of the numbers DOES matter. Use practical equipment to solve calculations and pictures. NB. Children should be encouraged to arrange counters in arrays. e.g: Darcy has 15 apples and gives his friend 3. How many apples does he have left?

Subtraction Year 2 Solve subtraction problems 16-5 using equipment and number lines

Subtraction Year 3 Continue to use mental strategies of counting on. Introduce column method. Initially without regrouping (decomposition), using partitioning. Subtract money amounts up to £1 and then to £10. When ready extend to three digit numbers by two digit numbers.

Subtraction Year 4  Subtract numbers with up to 4 digits and decimals with one decimal place using the column method.  Begin using expanded method and introduce formal column method using simple examples until children are confident to carry across from hundreds to ones, e.g: Use mental strategies to solve subtraction problems to 100. Solve word problems to two decimal places including measures.

Subtraction Year 5 Solve calculation problems with four or more digits including regrouping.  Subtract numbers with different numbers of digits, demonstrating an understanding of place value, e.g:  Subtract amounts of money and measures, including those involving conversion from one unit to another.

Subtraction Year 6 Subtract decimals with up to two decimal places (with each number having the same number of decimal places), using the column method, including decomposition, e.g: Subtract numbers with different numbers of digits, demonstrating an understanding of place value, e.g: Subtract amounts of money and measures, including those involving conversion from one unit to another. Subtract whole numbers and decimals using the column method to two decimal places. Subtract whole numbers with more than 4 digits, using the column method, including decomposition. Extend the decomposition method and use it to subtract whole numbers and decimals with any number of digits, e.g

Multiplication

Multiplication Reception First of all, count in 2’s and then repeat by counting in 10’s. Using objects, pictures and songs.

Multiplication Year 1 Continue to count in 2’s 5’s and 10’s to the 10 th multiple. User pictures objects and real life problems. Use arrays to show multiplication is repeated addition. We have 3 pairs of socks, how many socks do we have altogether? There are 5 groups of two faces, how many faces are there? 2, 4, 6, 8, 10 There are 2 groups of 5 faces, how many faces are there? 5, 10

Times tables By end of Year 2 children should know x2,x5,x10 Practise counting in 2’s, 3’s, 4’s, 5’s, 10’s Matching pairs (question on one card, answer on another) Musical times tables. Use arrays. Use empty number lines to jump in multiples.

Multiplication Year 3 By end of Year 3 children should know x2x3x4,x5, x8,x10 Begin to solve two digit numbers by one digit number multiplication problems using partitioning. Use the grid method to solve multiplication problems. Use expanded method of multiplication.

Multiplication Year 4 Recall multiplication facts for multiplication tables up to 12 × 12. Multiply two-digit and three-digit numbers by a one-digit number using a formal written layout. Continue to practise all tables and revise over the use of the grid method for multiplying two-digit numbers by one-digit numbers as recorded in year 3. Refine to use the expanded column method. Move on to the short multiplication method, using a two-digit number multiplied by a one-digit number, e.g:

Multiplication Year 5 Using short method of multiplication to multiply two digit by two digit numbers. Then move onto three digit by two digit numbers.

Multiplication Year 6 Consolidate year 5 Then multiply decimal amounts first by grid method then by long multiplication.

Division ÷

Division Early Years Reception Sharing items equally into given groups or sets and solve simple division calculations. 6÷2=

Division Year 1 Sharing Count in multiples of 2’s 5’s and 10’s Solve simple problems using concrete objects or pictures ÷ If I share these 6 apples equally between 2 children, how many apples will each child have? How many faces altogether? How many groups of two can I make?

Division Year 2 ÷ Continue with year and extend to two digit numbers by one digit numbers. Introduce formal calculation layout: 30÷5. Use number lines to jump forwards and backwards.

Division Year 3 Continue using number lines from year 2 introduce vocabulary of how many groups. Introduce the formal written method: ÷ 24 ÷ 3 = 8 How many 3 are there in 24? Use tables to support answers.

Division Year 4 Continue to build on year 3 work. Introduce remainders. As the numbers become more tricky use partitioning Leads to

Division Year 5 Introduce division of three-digit numbers by one- digit numbers using short division, including remainders. The remainder can be recorded as a decimal.

Division Year 6 Build on year 5 with short division and then introduce long division. The remainder can be recorded as a decimal.

How you can support your child Look for and talk about numbers in the environment Play games Shopping Counting on/back Number bonds Doubles/Halves Times tables Division facts

Websites number.shtmlhttp:// number.shtml junior.kent.sch.uk/interactive/literacy/index.htmhttp:// junior.kent.sch.uk/interactive/literacy/index.htm