Number and number processes I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. MNU 1-03a Expressions and equations I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than. MTH 1-15a When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others. MTH 1-15b Refer to cluster common language and methodology.  Add and subtract to 15 or beyond, using concrete material.  Link addition and subtraction number bonds to 15: e.g = 11, = 11, 11 – 4 = 7, 11 – 7 = 4  Identify the missing number in a calculation: 3 +  = 4, 11 -  = 6, 2 +  =  Recognise that the equals sign signifies balance in a number sentence.  Understand that the adding or subtracting zero does not change the answer.  Understand and use mathematical language: digit, add, sum of, plus, total, more than, altogether, subtract, take away, minus, less than, difference between, how many more than and equals.  Understand that calculations can be set out both horizontally and vertically.  Solve oral problems with an emphasis on a range of mental strategies e.g. put the larger number first in order to count on, arranging as  Solve word problems identifying the appropriate calculation. Skills Framework:

This part of the lesson can be used to: Consolidate previous work Establish knowledge of an attainment target (e.g. Express two-digit numbers to the nearest ten) Focus on skills needed in the main part of the lesson Practise mental calculations and rapid recall of number facts in a variety of ways Establish new facts from known facts and explain the strategies used Develop a particular strategy Interactive Mental Maths:

Put the larger number first in order to count on Add or subtract 9 by rounding to ten Find a small difference between a pair of numbers by “counting on” Use factors to multiply (15 x 6 = (15 x 2) x 3 = 30 x 3 = 90) Use factors to divide (90 ÷ 6 = (90 ÷3) ÷ 2 = 30 ÷ 2 = 15) Multiply a 2 digit number by a single digit, multiplying the tens first. Focus on discussing these, e.g. Develop a particular strategy

count on in tens from 40, 50, 60, 70, add 8 to get 78 and then 7 to get 85; first add 38 and 40 to get 78, then add on 7 to get 85; add 30 and 40 to get 70. Add 8 and 7 to get 15. Add 70 and 15 to get 85; add 38 and 2 (from the 47) to get 40, add 40 and 40 to get 80 and the 5 left to get 85; add 40 and 50 to get 90, take away 2 (for the 38) to get 88 and take away 3 (for the 47) to get 85. Mathematics 5-14 National Guidelines SOED 1991 p82 Mental Calculation

What? A balance of activities, e.g. interactive games (Show Me, What’s My Number?, Catch the Calculation, Bingo, Flip Flaps, Follow Me) individual/ collaborative games (Snap, Numeracy Power Towers, Human Number Line, Loops) computer based games (Education City, Hit The Button, Table Trees, zz= ) zz= written challenge once a week (‘keep the plates spinning’)

Show Me Fan Cards show me 2/3 digits which total 8, 10.. show me a 2 digit number which is odd show me a 2 digit number between 50 and 75 show me a 3 digit number between 250 and 500 show me a 2/3 digit number divisible by 4 show me a 2 digit prime number I’m thinking of a number….

whiteboards whole class exchange facts homework x 5 2 x 10 0·2 x · ·5 40 ÷ ÷ ÷ 20 What is the Question? The Answer is… 9 o’clock challenge/ challenge of the day, etc

Challenge Pass Back: start with 120 Step 1: Add 279 Step 2: Multiply by 3 Step 3: Multiply by 5 Step 4: Subtract 1392 Step 5: Multiply by 2

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½ of x  4 Pick a Challenge

Question master and judge picked Pupil who starts stands behind chair Question asked and fastest ‘travels’ See how far you can travel! Around the World

Heightened mental agility helps raise attainment in Mathematics and Numeracy across the board. Makes learning and teaching more effective: differentiating tasks means teachers have time to support/ challenge pupils/ groups as appropriate while others are actively engaged in purposeful learning activities. Makes learners want to learn!

What Comes Next? Main body of lesson-  looking at Learning Intentions/ Success Criteria and how these are shared- linked to National Curriculum and local guidance  differentiation- balanced time for each group  assessment- balance of summative and formative Plenary- post it notes, exit questions, plenary cubes, learning logs, self assessment comments- learners reflect upon own learners and discuss next steps Learning Intention: add two-digit numbers with and without carrying. Success Criteria: I have answered my calculations by adding in columns, showing where I have carried a ten.

P3/ 4 Learning... Addition and Subtraction  Place Value: THTU  Decomposition T U T U

Multiplication  2, 3, 4, 5 and 10 times tables  Rote Learning (e.g. chanting)  Scottish Method  (2 x 0 = 0, 2 x 1 = 2)  Multiplying tens and units- place value

Division  Sharing equally using concrete materials  Using table facts (2 x 6 = 12 so 12 2 = 6)  Dividing tens and units- place value  Remainders  Children consolidate learning through recording into jotters

Problem Solving  Focus on developing the strategies: Act out the situation Look for a pattern Draw a picture or diagram or make a model Guess, check and improve a solution Try a simpler case Produce an organised list or table

Identify one or more strategies to solve problems. Apply one or more strategies to solve problems. Evaluate solutions to problems. Report on solutions to problems. Apply known problem solving strategies across learning. Problem Solving Skills

Problem Solving Example:

Today we are going to draw a picture or diagram to help us to solve the problems. STRATEGY Sam and Jill put up a rope to mark the starting line for the sack race. The rope was 10 meters (m) long. They put a post at each end of the rope and at every 2m. How many posts did they use? (Hint: Finish drawing the picture to help you) Understanding the Problem · How long was the rope? · How far apart were the posts? Planning a Solution and Finding the Answer Answer: · Imagine now that they placed the posts only at the end of the rope. How many posts would there be? Discuss with your shoulder partner and draw a picture on your whiteboard. Answer: · If they used 3 posts and each post was 2 m from another post, how long would the rope be? Discuss and draw on your whiteboard. · Try 4 posts. Draw a picture to see how long the rope would be. Draw a Picture Problem Extension Mr. Brown put a square fence around his vegetable garden to keep the deer from eating his corn. Each side was 10 m. If the posts were placed 2 m apart, how many posts did he use?

Helping at Home Number bonds (adding, subtracting, multiplication facts, division facts) Paying for items, working out change, weighing and measuring Challenge your child to work problems through themselves